1 ECC Annual Report 2010 - Ellenbrook Christian College€¦ · 3 ECC Annual Report 2010 ... with...

1 ECC Annual Report 2010



After the global economic events of 2009 the Federal Government made some amazing decisions for the

sake of the economy. For the first time in our history a government used education as a means to

stimulate the economy and ensure that Australia was not adversely affected by the world events that were

devastating other countries. For this I applaud the then Prime Minister of the day and his Government for

having the vision and courage to use schools to inject capital into the community.

Ellenbrook Christian College enjoyed several projects that made life incredibly busy in 2010, but it was a

rewarding time for the school community. The first Federal Government Iniative was the School

Improvement Grant. This grant was received by us to refurbish, renovate and improve existing facilities.

Our maintenance plan was able to achieve far more. Our students benefitted with new carpets, paint and

alterations to enhance the school.

Building Education Revolution (BER) was the next project implemented by the Federal Government. This

permitted us to build a new Primary library and a gymnasium complex. Although these projects were part

of our long term plans, the injection of funding made it possible to bring them forward by many years. For

this grant we are very grateful.

The speed that these projects had to be initiated and completed was difficult given that every school in our

state was also doing the same. The work of the Business Manager and senior staff increased significantly

during this year. To their credit they have completed the task and the new projects will open during 2011.

The final grant was the National Secondary Schools Computer Fund (NSSCF) which formed the major

strand in the Digital Education Revolution (DER). With this program we purchased laptop and desk top

computers to establish an initial ratio of 1:2 for all our students from Years 9-12 and progressing to a 1:1

ratio in the following year. This was the beginning of our implementation of a laptop program for Year 10

starting in 2011 and extending into other year groups in the next three years.

Mr Greg Wells

Principal


Completed January 2011 consisting of: Library, Technology Centre and Special Needs rooming.

Modern resources giving Primary students opportunity to use new technology.

To be completed August 2011 consisting of: Gymnasium, Lecture Theatre, Music rooms and

Performing Arts centre.

Allows for larger gatherings indoors and provides a good venue for indoor sporting events.

Allows access to year group meetings in a state of the art Lecture Theatre.


The future of the College looks exceptionally bright. With the new facilities and the change in pedagogy at

the Early Years coming into affect over the next three years we are planning some changes to others

facilities. We plan to move Year 7 into Secondary, something that space and financial restraints had

previously hindered, and to continue to develop the academic strength of the College.

With so much emphasis being on buildings it is easy to overlook the growth and development of our

students. Again this year the culture and character of students at the College and in the community has

been a highlight; the reputation gained by them has strengthened.

As a Christian College we believe that God in His grace has blessed the College immensely over this

difficult year.

Mr Greg Wells

Principal

Key achievements for 2010

Staffing | There were some significant staffing surprises and challenges for Primary during 2010. Mr

Stephen Macdonald, Student Support Coordinator, resigned mid-Term 2 and took up a position as the

State Coordinator for KidsMatter WA (mental health initiative). Long-time staff member, Mrs Shelley

Forbes, Curriculum Coordinator, resigned at the end of Term 2 and commenced as a teacher at St

Bridget‟s in Kalamunda. Mrs Jessica Christie, Primary Secretary, submitted her resignation due to

personal reasons and finished mid-way through Term 4. Next, Mrs Daphne Vose, ELC Coordinator, and

Mrs Pauline Buick, Years 4-7 Coordinator, retired at the end of the year, both having been inaugural staff

members, commencing with the College in 2001. Finally, Mr Rob Devenish applied for, and was accepted

as, the new Principal for Geographe Bay Grammar in Australind, commencing 2011. It is truly difficult to

express the degree of expertise/experience, friendship, Godly wisdom and leadership that exited the

College through these staff across the year, but as we well know, God is good and the faithful supplier of

our needs.

Programmes | 2010 saw the expansion of the Year 7 programme to three streams, strategically placing

the College in a position to attract and enroll many graduating Year 6 students from several local schools.

This was a success! The launch of the third class was popular and quickly filled, contributing to the largest

annual Sydney Canberra Trip to date. Other than the addition of the third Year 7 class, introduction of

new programmes and initiatives were kept to a minimum, with only some fine tuning and maintenance of

existing programmes/initiatives needed.

Strategic Planning | Having personally attended an excellent Strategic Planning (SP) leadership course

at UWA over three sessions, the Primary staff embarked on some short term SP, beginning with a SWOT

analysis and then setting some short term goals. This was a success and provided staff with an excellent

opportunity to really participate in the „way forward‟ for some aspects of Primary. The plan is to keep

revisiting and draw out some more mid to long term goals with various staff and staff groups assuming

some ownership.


2010 was a challenging year and as highlighted earlier, there was the real sense of a „changing of the

guard‟ with much of our leadership team. We are (mid 2011) still in a staff leadership development phase

and I anticipate that this consolidation might see some re-strengthening across Primary that has been a

little fragile across the last six to eight months.

Finally, the Primary staff continues to be a cohesive and positive group and this characteristic is often

highlighted by individuals or groups who work with the staff. The Primary has been working significantly

with two consultants from AISWA (Kath Lawrence and Robert Hassell), and they regularly comment on

the enthusiasm and competence of the Primary staff. The Primary staff enjoy meeting together for

devotions during the week and regularly uphold one another in prayer. I am confident that this (prayer)

„essential ingredient‟ is significant in setting the tone and flavour across staff/students of the primary

years.

Derek Nicholls

Deputy Principal | Primary

In 2010, the Primary Curriculum Coordinator, Shelley Forbes, encouraged teachers to access the draft

Australian Curriculum (AC) and give feedback to ACARA. Shelley left the College part-way through the

year. A small curriculum team met once a week to plan the implementation of the AC for 2011 (the first

stage subjects – English, Mathematics, History and Science – need to be fully implemented by the end of

2013). It was decided that Primary staff would start to implement History and Science in 2011 whilst also

completing „gap analyses‟ for English and Mathematics. These analyses will allow the College to see

what changes need to be made to meet the new curriculum requirements. They also allow the teachers to

become familiar with the content descriptions and vocabulary in the AC.

The College Spelling Programme was extended to include Year 3 as we continue to roll this out across the

Primary. The „Reading Eggs‟ Programme was introduced into our junior years in the second half of 2010.


In 2010 the Secondary teaching team endeavoured to grow the students in the three main learning areas

of knowledge and critical thinking, caring and spirituality, as well as student leadership. With the

committed leadership of the Dean of Curriculum and the Heads of Department we achieved academic

growth by delivering purposeful and vibrant programs that acknowledged every student‟s individuality,

their wide range of multiple intelligences and the sacredness of life in all classes, with a special focus in

Christian Living classes.

Our graduation rate remained excellent at 100% and affirms the parental support of our teachers who

guide students to the best possible learning outcomes from Year 8 transition to Year 12 results.

Caring that redeems souls and grows character is the hallmark of all Pastoral Care activities led by the

Dean of Students, the Year 12 Coordinator and the Heads of House through student leadership, Pastoral

Care classes, House competitions, Micah Trek, Cadets, sports carnivals and numerous camps. For our

size, the school has enjoyed amazing achievements on the sporting fields at competitions and through

heart-felt fundraising for disasters, Canteen, Hagar and Sunlight of Dawn. Our students love participating

in this culture and help grow one another.

The Christian staff equips students to value life-long education that continues in the wider world where we

pray they will be shining examples of morally ethical leadership in whatever they do – young people of

justice, faith, hope and love. As in the words of St Francis of Assisi, „All the darkness in the world cannot

extinguish the light of a single candle‟ – in God our students can keep shining wherever they are.

For 2011, my team are preparing professional learning designed and delivered in house for many exciting

new educational directions, especially the Australian Curriculum, the 1:1 Laptop Implementation Program

for all Year 10s, the review of the Christian Living program and the proposed use of the Gymnasium/

Performing Arts Centre.

Susan Turnbull

Deputy Principal | Secondary

During 2010 the English Department aimed to instil a love of English amongst our students. We recognise

that reading and writing are life skills required to make them critical thinkers who can challenge ideas and

issues they may be faced with throughout their lives.

The new Courses of Study were developed and implemented in English Stages 2A/B, Stages 3A/B

and Literature Stage 2.

A Curriculum Council Moderation Meeting for Literature Stage 2 was held in July and the marks were

comparable to other schools present.

New reading and viewing materials were introduced into the programmes to ensure interesting and

engaging lessons, using book hire money for these purchases.

Our students have a range of learning needs so we endeavoured to provide appropriate literacy

opportunities for all to ensure the best outcomes for each student.

Two new Reading Laboratory resources were purchased to improve overall reading and

comprehension for lower school.

Low literacy Year 8 students had modified education plans and were greatly supported by the

specialised learning support teachers, namely Mrs Wyborn, Mrs Whitehead and Mrs Maguire.


We followed the „Reading in Bed Is Terrific‟ (RIBIT) programme in Year 8, which encouraged the

students to foster a love of reading and at the same time it rewarded them for their efforts. It

introduced students to different genres and encouraged them to read on a regular basis.

Our Upper School students also participated in, and attended, a number of events to complement the

English programme.

The Year 9, 10 and 11 students attended the play Romeo and Juliet at the Subiaco Arts Centre which

heightened their understanding of Shakespeare‟s brilliance as a playwright and poet.

During Term 3, Mr Paul Whitehead and Mrs Roney organised an Interhouse Debating contest with the

topic: „Tim Tams Rock‟. Participants had strong, convincing arguments and the debates were well

attended.

A Year 9 student entered a writing competition and was placed runner up for his innovative ideas.

Two Year 10 students entered a local Ellenbrook writing competition with great results, achieving a

first place and runner up.

During 2010 the Humanities Department continued to develop and implement new courses of study in

Economics Stage 3, Geography Stage 2, Modern History Stage 3 and Politics and Law Stage 3.

Development of a new lower school History course compliant with the new Australian Curriculum was

commenced and completed in early 2011. The department made plans to fully implement the Australian

History curriculum by the end of 2012.

At times Humanities has been under-represented in upper school at ECC and work continued in

addressing this by making content areas more interesting to lower school students generally, and Year 10

classes specifically. The following strategies were employed:

Effort was made to shorten the duration of topics studied in an attempt to address individual student

learning needs, especially in the Year 8 and Year 9 cohorts.

Work commenced in implementing IT into all Humanities curricula and Year 10 in particular.

Learning enrichment excursions were undertaken to the Fremantle Prison, The Supreme and District

Courts, The Holocaust Institute of WA and to the Hills Forest Education Centre.

Book hire money was used to purchase new text books for Years 8 and 9, providing for a variety of

texts to be employed at any one time (Year 10 text books had been upgraded during 2009).

Book hire money was used to modernise the department‟s audio and visual materials.

Two Year 11 Politics and Law students were invited, along with their teacher, to attend Parliament

House for lunch with local MLA Frank Alban followed by a tour.

Addressing discrepancies between school-based and moderated Curriculum Council exam marks was a

priority for Humanities during 2010. At the midyear Curriculum Council Moderation Meetings each of the

upper school teachers was rewarded with having very accurate marking samples. This was a significant

improvement over the 2009 statistics and well within Curriculum Council guidelines, especially for courses

such as Modern History which have a large out-of-school research and response component.

Mathematics:

Scitech incursion to help students see the value of mathematics in everyday life.

Analysis of results from previous years‟ NAPLAN results to uncover gaps in learning.

Open Day had lots of hands-on demonstrations to help visitors understand the value in everyday

mathematics.

Pi Competition was a hit with visitors on Open day.


Revision seminars by Charlie Watsons for the Year 11s and Year 12s were well received from the

students‟ point of view. Students from other SCEA schools were included in the seminars where

possible.

Consideration for the national curriculum for Year 8s in 2011 was planned and Mathematics will carry

out the implementation of the Australian Curriculum for Years 8-10 by 2013.

Science:

The department has worked really well this year.

Australian Curriculum meant that we have planned and started with Year 8 in 2011 and will ensure all

Year 8 -10 programs will be compliant by 2013.

All Year 10 advance students had a term‟s taster of the Year 11 courses.

The Criminal Science Investigation (CSI) incursion was a hit for students who thought it was just TV

drama and showed them the real science behind it.

There were a large number of students showing interest in Biology after it was split from the Human

Biology gridline.

The Year 11 group of chemistry class has risen to the occasion with a wonderful science week

presentation at assembly under the guidance of Mr Robert Wales.

Year 11 classes have done well to showcase their learning on Open Day.

Renovations made the science labs more user-friendly with gas piped to the desks.

Outdoor Education Course of Study Stage 1 was introduced and was a very popular course.

ECC hosted the inaugural WACSSA AFL Lighting Carnival at Hamer Park Mt Lawley.

Students trained and competed in Inter-School Triathlon events and other Triathlon events outside

school hours.

ECC ran a secondary „Fun Run‟ to encourage healthy activity among all students.

The basketball courts were relocated to make way for Primary Library.

ECC participated in Inter-School Swimming, Athletics and Cross Country events.

The PE Department expanded their basketball program to participate in two inter-school events and

two „scratch matches‟ against Ellenbrook Secondary College.

Inter-school netball introduced with two games against Hampton High School.

Participated in WAFL „Belt-Up Cup‟ and „Smarter than Smoking‟ after school competitions.

Year 12 Outdoor Education students completed their Recreational Skipper‟s Ticket.

Year 11 Outdoor Education students completed their Surf Rescue Certificate.

There were two major technology projects that were the focus of 2010. The first of these were the

preparations for the launch of the College‟s Year 10 1:1 Laptop program, due to occur at the start of 2011.

Planning efforts for this began the year before when the Digital Education Revolution was first launched,

but efforts increased substantially over 2010. In June, the project was launched with the Secondary

teachers spending a full day learning and discussing the pedagogical shift that the integration of

technology will facilitate. This day included training delivered by the Head of Technology who shared

insights gleaned at the Australian Computers in Education Conference (ACEC) in April. Teachers also

spent time in their teams brainstorming the educational opportunities for their specialist area and then

shared these thoughts with all staff. Parents of the affected year group were invited to an information

event in September, where the program was warmly received and embraced. The February 2011 launch

saw 80 Year 10 students issued with their laptops for the first time.


The second major technology project for 2010 was the successful completion by four Year 12 students of

a Certificate II in Information Technology. This represents the first students to study and complete a VET

qualification through the College. These students spent two years learning theory and experiencing

hands-on practice related to Information Technology. Now that the course has been established with this

small group, we look forward to over 20 students completing their Certificate II in Information Technology

in 2011.

Highlights for the Arts Learning Area included:

The College‟s inaugural Performing Arts Showcase, held in Term 3 at the Ellenbrook Theatre,

highlighted the musical and dancing skills of the students.

Year 11 Drama students participating in the „Youth On Health‟ Festival.

Year 12 Drama students competing in the „Alzheimer‟s Awareness Australia Theatre‟ – winning first

place and a cash prize of $1500.

Year 11 Visual Arts excursion to „Sculpture by the Sea‟ exhibition on Cottesloe Beach in March.

Year 11 and 12 Visual Arts excursions and workshops at the Art Gallery of Western Australia and the

Perth Institute of Contemporary Art.

Performances by the College Band and Vocal Ensemble at the College‟s Open Day and Awards

Night

Performance by the College‟s Vocal Ensemble and several soloists at the Ellenbrook Shops in

September.

Performances by various dance and drama students at the College‟s Open Day

Year 10 dance at Awards Night.

Media Excursions to ABC Studios and West Australian News Ltd.

Year 9 and 10 Media Students presenting a weekly show on Radio Ellenbrook.

Highlights for the Technology and Enterprise Learning Area included:

Certificate II in Information Technology completed by four Year 12 students (first VET course to be

completed by students at the College).

Continuing strong interest in Home Economics courses in lower school.

First Aid course completed by Year 12 „Children, Family and Community‟ class.

Design and construction of the shade sail for the basketball courts, stage extension in the under-

cover area and shade-sail/seating area outside the Primary Administration area by the College‟s

Building and Construction students.

LEARNING SUPPORT

Learning Support primarily encourages students to realise their potential and God-given talents. It

provides them with a safe environment to explore their learning styles and abilities. The Coordinator, Mrs

Debbie Wyborn, delivers weekly professional learning to teachers at Wednesday briefings.

New Student Testing | All new students are assessed in their first week of entering the College. We

endeavour to make this time of transition into the College as stress-free as possible by meeting with them

and discovering any areas of need, academically or socially. We use standardised tests in reading,

spelling and maths to place students on the Learning Continuum. Students who have been identified with

specific learning difficulties are tested further and are included into the Learning Support Programme.

Secondary staff use the results to help plan for ability grouping.


Year 8 Testing | All students are tested early in Term One in reading, spelling and maths. Students who

have been identified with specific learning difficulties are assessed further and are included into the

Learning Support Programme. Secondary staff use the results to help plan for ability grouping.

Support | Years 8 to 10 students requiring support are assisted in classrooms, withdrawn in small groups

or provided individual tuition when there are significant learning needs. Small group work may consist of

working together on assignments or placing students on specific programs. We endeavour to empower

our students to take responsibility for their learning. For many students staying organised is a little

overwhelming, so students are encouraged weekly to use their diaries, homework planners and files

efficiently. The following documents are used to gain a complete profile of our Learning Support students

and the results are placed on the Intranet for staff to access:

Multiple Intelligence Tests

VAK Quiz

Personality Assessment Quiz

Organisation skills

Goal setting.

IEPs | After baseline data has been gathered, students may require an IEP to access the curriculum

successfully. Consultation will occur with Learning Area teachers and parents to form a suitable IEP which

will prioritise learning for six months. Parents are required to provide external services reports

(Audiologist, Optometrist, Psychologist etc) if necessary, clarify family expectations and work with staff to

support the student in their learning. IEP Outcomes will be reviewed at the end of each semester with the

team members.

Programs | Each year after assessing learning needs in Term One, we endeavour to provide small group

programs that will assist students to gain success in their learning. For 2010, eleven Year 8 students were

withdrawn from LOTE to participate in a small group literacy/pastoral program. This program was

designed to assist students in their literacy needs three periods per fortnight and provide them with a

practical, pastoral component one period per fortnight. The Blessing Others with Building (BOB) Project

provided opportunity for the students to transform a seven seater van into a camper van. Once completed,

with the assistance from Mr Steve Mc Kinnon and older students, the van was donated to „Ezekiel House‟

to provide temporary accommodation for those in need.

Five Year 9 and three Year 10 students completed the Intensive Reading Program in Term Two. This

program provided the students with explicit teaching methods in reading comprehension and spelling.

A lunch time Table Tennis club was provided for students with specific social skills needs. After school

homework assistance was provided one day per week.

Library Support | Our department has worked closely with Mrs Freda Kirsten, our Secondary College

Teacher Librarian, to provide our struggling readers with books that are of high interest - low literacy. Our

Year 8s participate in an English/Library program and with our input, our struggling readers have been

able to access books suitable for their low reading abilities.

Staff Support | The Coordinator of Learning Support endeavours to provide teaching staff resources that

assist in the teaching of students with Specific Learning Difficulties each Wednesday morning. Student

needs are highlighted and strategies are given to assist staff in their delivery of the curriculum to all

students.


INDIGENOUS SUPPORT

Classroom Support/Education | Mrs Tracey McGuire, our Indigenous Support Assistant, visits and

shares with Primary students the differences and similarities between Indigenous culture and Christianity

through stories and activities. Mrs McGuire supports all Secondary students in classes with academic

learning. Many hours were given in the pastoral care of our boarding students from Swanleigh.

Learning Centre | The Aboriginal Learning Centre is threefold in its approach focusing on the academic,

personal and career development of each of the students. It is an After-School Program operating twice a

week, from 3:15 – 5:00 pm. This program is designed to assist in meeting the pastoral and academic

needs of each Aboriginal student. Students have a 15 minute devotion and afternoon tea prior to

homework/assignment completion, personal and career development sessions.

Academic:

A Personalised Learning Plan is a format to assist each student to take responsibility for their education.

The student meets with the Indigenous Support Coordinator each term, to discuss goals and strategies for

term, year and post-school dreams. Progress is monitored and evaluated each term.

Homework and assignment completion:

Students have access to computers and library resources, assisted by three staff members in the

College library.

Study and organisational skills taught, using student planner, diary and graphic organisers.

Each Head of Department is invited to speak once a year, (Week One of each term) to inform and

encourage students in their subject areas.

Personal Development:

Principal, Deputy Principal, Dean of Curriculum and Dean of Students visit Learning Centre to inspire

and build relationships with students.

Christian Aboriginal community members invited once a term, for men and women‟s business.

Mentoring by past students.

Career Development:

Personalised Learning Plan

Establishing networks to assist in post-school pathways.

Career Expos e.g. University Open Days

Mentoring

Camp ‘The Micah Trek’ | The Micah Trek is a camp that provides an opportunity for students to learn

what it is to serve and extend a hand of friendship to others in another community. We believe that this

group of students amplified the meaning for being servant hearted. 2010 brought many challenges to this

wonderful purpose driven missionary camp.

One of our many resolves was to move the camp closer to home. With Garlett House been named after

Rex Garlett, who lived in Kellerberrin, it made sense that we visit the town he called home - which is about

300 kilometres east of Perth.

Kellerberrin has a local District High School and we had the privilege of meeting with the students from

Years 4 – 10 to help build their self esteem. We played games to help build trust within the groups and to

develop conflict resolution skills. Through these games our students were able to develop friendships with

the Kellerberrin students and encourage them to come along to our organised Youth Night at the Scout

Hall.


Thursday afternoon was spent giving some much needed maintenance to the Baptist Scout Hall. We

painted the outside, fixed the basketball ring and cleaned the yard. Our amazing students worked so well,

we had everything finished and ready for the Youth Night. It was a huge success with 14 local kids joining

in the games and having supper with us.

NAIDOC Incursion/Assembly | NAIDOC is highlighted on the College Calendar in Term Three. This year

the McGuire family ran a whole day incursion with the Primary students providing activities and insight into

Indigenous Culture.

An Assembly in the Secondary College celebrated the NAIDOC theme of „Past, Present and Future‟. Our

Indigenous students contributed to highlight their culture. Amy McGuire gave Welcome to Country; Mrs

Tracey McGuire spoke of her heritage and past student Marcia McGuire shared with the College

community. Students also shared about their experiences on The Micah Trek.

‘Despite the ghastliness in the world, human beings are made for goodness. The ones that are held in

high regard are not militarily powerful, nor even economically prosperous. They have commitment to try

and make the world a better place’ (Desmond Tutu).

More and more we see our students wanting to make the world a better place. Whole school assemblies

are a public forum where student leaders present accounts of the day to day events and issues of the

College Community, and it is in these moments that the positive, pastoral ambience of the College is fully

realised. ANZAC Assemblies where students participate with dignity and reverence; Sorry Day which is

imbued with compassion and sincere hope for a brighter future are microcosms of the larger life of the

College.

Encouraging moments are found in the Mentoring program, headed up by the big-hearted Kim Clift,

Director of Sport, and highlights include seeing former wayward boys transformed through the program

and who are now mentoring younger students themselves. The Mentoring Program is designed to develop

the social emotional maturity of Year 8 boys.

The Student Leadership Team raises the benchmark in positive behaviour and high expectations. Prayer,

love for others, loyalty to the College and servant-heartedness underpin all projects. College Captains,

Megan Duxbury and Akshay Kumar, are exceptional students who lead their team with humility and quiet

assurance and always with the good of the College in mind.

The Heads of House have created a dynamic House spirit which spills over into all activities, and younger

students from Year 8 up are given the opportunity to develop leadership skills in a safe environment. Fund

raising for the College charity „Sunlight of Dawn‟ has been generous and exciting. The orphans in

Cambodia know that in Ellenbrook Christian College they have a loyal family ready to bring ease into their

otherwise impoverished lives. Apart from fund raising, Inter-House activities include: Drama Competition,

Debating, Cheerleading and Sport.

Our prayer is that our students will leave ECC with a sense of social justice and an understanding that

“they need to be the change they want.”


Year 11 and 12 students in the Worklink program have had the opportunity to gain experience in their

chosen area every Thursday as part of their Workplace Learning Course. These students have gained

valuable skills and knowledge about their future careers. This great program allows students to get hands-

on experience for the semester in areas such as Photography, Mechanics, Child Care, Beauty Therapy

and many more industries. At the end of the semester the students can chose to stay with their current

employer or seek a new placement.

Our Year 10 students had the chance to go and speak to hundreds of exhibitors at the Careers Expo that

was held at the Perth Convention and Exhibition Centre. There were exhibitors from the various

universities, mining companies, the Defence Force, Police Force, building and construction companies

and many of the other industries. It was great to see the students realise their potential and understand

what it means to have a career.

Apart from the Expo, the Year 10 students have had the opportunity to listen to guest speakers that have

visited the College over the past 12 months. We have had people who are Veterinarians, Policeman,

Beauty Therapists and Counsellors just to name a few. This opportunity allows the students to ask

questions about the different industries and get real answers from the people involved.

There were no new policies developed at Ellenbrook Christian College in 2010.

Type of Staff Number of Staff Executive Total

Male 27 3 30

Female 70 2 72

Indigenous 1 0 1

Total: 98 5 103

Staff Attendance In 2010 the average daily staff attendance of 83%.

Staff Retention

The proportion of teaching staff retained from 2010-2011 was 83%.


Highest Qualification

Number of Teachers % of Teachers

Masters 0 0

Bachelor of Degree 35 97%

Diploma 1 3

Total number of Teachers 36

All Primary Teaching staff have current registration with the WA College of Teachers (WACOT).

Staff Attendance

In 2010 the average daily staff attendance of 83%.

Staff Retention

The proportion of teaching staff retained from 2010-2011 was 78%.

Highest Qualification

Number of Teachers % of Teachers

Masters 1 3%

Bachelor of Degree 28 88%

Diploma 3 9%

Total number of Teachers 32

All Secondary Teaching staff have current registration with the WA College of Teachers (WACOT).

All 31 teaching staff participated in professional in a variety of learning activities in the 2010 such as:

AISWA – Differentiation in the Curriculum, AISWA – Naplan, KidsMatter – Belonging and Connectedness,

Autism Association of WA – Education for Students with Autism and St John Ambulance – Senior First Aid

Training.


Out of 36 teaching staff, 32 teaching staff participated in a variety of professional learning activities such

as: a Literature Assessment Seminar, Economics WACE Course Requirements seminar, 29th Annual

State Conference - Maths, AAPCE Conference, Curriculum Council Consensus Meetings, Cyber Bullying

with Dr Michael Carr-Gregg and Surf Life Rescue Certificate.

The average student attendance in 2010 was 95%.

Enrolment by Year

Group

Total in Year Group Average Class Size

Average student

attendance %

Kindergarten 46 23 98%

Pre Primary 54 27 93%

Year One 50 25 94%

Year Two 56 28 94%

Year Three 56 28 94%

Year Four 59 29 96%

Year Five 63 31 94%

Year Six 60 30 94%

Year Seven 70 23 93%

Total 514

Daily absentees are entered directly into SEQTA „Teachers Assistant‟ (TA) live each period by teachers.

Students arriving late are entered into the early/late book which is entered daily into TA. Only students

who supply a note or have a parent/guardian signing them in are recorded as being an approved or

medical absence as applicable. Absentee notes received are entered into TA on a daily basis.

Unresolved absentees are followed up twice per term by a formal letter requesting explanation for any

unresolved absentees during the whole school year.


The average student attendance in 2010 was 93%.

Enrolment by Year Group

Total in Year Group

Average Class Size (Inc Options)

Average Class Size (Without

Options)

Average Attendance

Year Eight 51 20 13 99%

Year Nine 74 18 14 99%

Year Ten 74 16 13 98%

Year Eleven 74 13 13 98%

Year Twelve 55 10 10 98%

Total 328

NB: Average attendance per year group does not include students who have left the College

Student attendance is managed through SEQTA where teachers mark their roll by period throughout the

day. Each student has an unresolved absentee against their name until we receive a written note from a

parent or guardian. Each week Secondary runs „unexplained‟ absentee letters which contains the date of

the absence and an area for parents to explain the absence, sign and return to the school. This is always

run from the beginning of the year so that all possible notes are received and entered into SEQTA.

Attendance is carefully monitored by the Dean of Students to identify any students at risk. If a student is

absent for more than three consecutive days a follow-up phone call is made. If a student is identified as

missing the same class at the same times each week, again, a phone call is made.

The Dean of Curriculum carefully monitors any students at risk by non-attendance in the Upper School

due to the negative impact this has on WACE achievement. On rare occasions it is necessary for the

College to report significant non-attendance to the Department of Education.

Source Total

Australian Government recurrent funding $4,257,775

State/Territory Government recurrent funding $2,014,443

Fees, charges and parent contributions $3,046,586

Other private sources $ 383,770

Total gross income $9,702,575


These are the results that were obtained for the College:

Year level Reading Writing Spelling Grammar &

Punctuation Numeracy

ECC Primary

School Mean

3

421 412 401 405 393

All WA Schools

Mean 3 399 401 382 399 383

All Australian

Schools Mean 3 414 419 399 417 395

% at or above

benchmark 3 98.18% 98.18% 98.18% 92.73% 98.11%

ECC Primary

School Mean 5 501 482 501 512 481

All WA Schools

Mean 5 478 472 477 486 477

All Australian

Schools Mean 5 487 485 487 500 489

% at or above

benchmark 5 96.55% 98.21% 100% 98.18% 100%

ECC Primary

School Mean 7 538 533 553 534 543

All WA Schools

Mean 7 545 533 540 531 546

All Australian

Schools Mean 7 546 533 545 535 548

% at or above

benchmark 7 98.41% 98.44% 98.41% 95.24% 96.87%

ECC Secondary

School Mean 9 554 549 562 555 564

All WA Schools

Mean 9 566 563 571 571 578

All Australian

Schools Mean 9 574 568 579 579 585

% at or above

benchmark 9 92.5% 89.4% 83.6% 89.6% 93.9%


Academic and non-academic achievements of our Year 12 students

Grade Distinction

% of Students

Top Three

TER Results

A 63 „A‟ grades awarded

96% of all grades awarded

88.90

B 171 „B‟ grades awarded

26.1% of all grades awarded

86.60

C 328 „C‟ grades awarded


85.35

D 68 „D‟ grades awarded


E 24 „E‟ grades awarded


A total of five students achieved an ATAR of 80 or more – this is approximately 14% of students who

received an ATAR.

Secondary graduation – 100% WACE

Ellenbrook Christian College does not offer a Trade Training Centre, however 37 Year 11 and 12

students participated in Vocational Education and Training (VET) courses: Certificate II Information

Technology and Golf, with 17 Year 12 students attaining a certificate or equivalent VET qualification:

Certificate II Information Technology + Golf.

Calendar Year Academic Year 2007 August Census Retention Rate %

2007 Year 4 47

2010 Year 7 35 75% of Yr 4 students

retained to Yr 7

Based on 47 Year 4 students reported on our August 2007 Census, 35 students continued through to

Year 7, 2010.

Calendar Year Academic Year 2007 August Census Retention Rate %

2007 Year 9 89

2010 Year 12 43 48% of Yr 9 students

retained to Yr 12

Based on 89 Year 9 students reported on our August 2007 Census, 43 students continued through to

Year 12, 2010.


The latest TISC data released indicates that 35 out of the 35 students who qualified for an ATAR applied

to WA universities for admission. Out of the 35 applications 80% of the students were offered a place.

The following table summarises the success rate of applicants:

Number of applications 35 students received an ATAR

Number of places offered 28

Number of students offered first preference 19

Number of students offered second preference Unknown – TISC does not provide

Number of students offered higher preference Unknown – TISC does not provide

This indicates a very high success rate for preferred courses by ECC students.

Overall the figures indicate a very high rate of tertiary qualifications undertaken by students from

Ellenbrook Christian College as well as significant success rate in gaining entry to students‟ first

preference courses.

Overall I am satisfied and would recommend the school to others.

Secondary School:


Overall I am satisfied and would recommend the school to others.

Primary School:

Overall I am satisfied in my employment in the College.


Overall I am satisfied with my school and the quality of education I receive.

(Only Years 7, 10 and 12 were surveyed)

We thank God for the Government‟s provision of the financial resources which allowed the College to

increase its facilities in 2010. This in turn has allowed us to further develop our curriculum and expand our

programs so that students have the best opportunity to succeed academically, physically and spiritually.

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