ST GEORGE CHRISTIAN SCHOOL Annual Report 2013raw]/annual... · The ratio of primary pupils to...

Annual Report 2013ST GEORGE CHRISTIAN SCHOOL

Equip ing Your Child For Life

Message from Key Bodies

Since its origin in 1980, St George Christian School

has had the privilege of helping young people and

their families discover life in all its fullness.

Bruce Meller Chairman

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Message from Key Bodies SGCS School Board

Bruce Meller - Chairman

Of all the challenges confronting our world, none is more important than seeing people come into joyful relationship with Jesus. People who know that privilege – people who are led by the Spirit of God – enjoy the outworkings of his presence in love, joy, peace, kindness, faithfulness, gentleness, patience and self-control. They will never be perfect in this world, and yet they learn to be content in the situations God has established for them and strive to live for Him so that the effects of individual and wilful sin in their lives are overcome. Australia desperately needs to see its people come to know God in all His joy-giving, life-affirming magnificence.

Thankfully, the St George Christian School has been counted worthy by God to have a place in that mission. Since its origin in 1980, it has been given the privilege of helping young people and their families discover life in all its fullness.

In 2013 there were 780 pupils enrolled in the School. This represents a very modest gain on previous years where enrolment rates from 2010 to 2012 were 759, 762 and 771 respectively. The ratio of primary pupils to teachers was 16.26 in 2013 and the ratio in the Secondary School years was 11.39 or, overall, a ratio of 12.97 pupils per teacher.

There is every reason to believe that God intends to continue and even expand His entrustment of responsibility to our School. Some very helpful trends have been successfully pursued over recent years. We are grateful to God for the work of our staff who, at the teaching level, have achieved some excellent results in external testing and benchmarking with strong achievements again being demonstrated by our Year 12 students. There have been similarly strong results achieved by our administrative team.

Our staff continue their pattern of faithful dedication to their students and their jobs under the proven and capable leadership of our Principal, Mr James Honor, to whom we owe a deep debt of gratitude for his wise, gracious and godly leadership.

God kindly and patiently increases the School’s resources both human and material so that it may continue His mission of seeing more and more people – especially boys and girls – discover the joy of living in a trusting relationship with Him and so being spared the devastating consequences of life spent without His gracious guidance and liberating restraint.

In 1994 when my family first joined the School – at a point roughly half way through the School’s current history, there was only one class in each year and just over a dozen Year 12 students with built classrooms only on Woids Avenue and the Chapel being pressed into a different service each year depending on enrolments and class needs. Today we have greatly expanded facilities. Classroom accommodation at Sans Souci has doubled and at Hurstville it has more than doubled with the purposeful construction of buildings for the Junior School, the Middle School and the Senior School, particularly those dedicated to special purposes like the computer and science laboratories. We have a long way to go, but, by God’s grace we’ve come far enough to now document, from our own records, a consistent story of God’s goodness, generosity, reliability and faithfulness. Let us be sure to retell that story over and over so that, as we go forward in our unchanging mission we will not doubt God’s ability to meet all our needs and hold us true to the imperatives of the gospel.

(Excerpt from Chairman’s Report to Annual General Meeting)

St George Christian School - 2013 Annual Report 2/53

Message from Key Bodies Student Leadership - 2013 School Captains

From Timothy Geldard - Year 12, 2013

This year I have been privileged to be part of my peers’ development in a leading position. School Captaincy has been a great honour to share with Joanna, especially with the Prefect team coming together and putting on exciting school events, such as V-Day.

Through these occasions I have observed the competency of a great team all working together, showing both independence and interdependence. Eccelesiastes 4:12 speaks of a resilient threefold cord: strong because of multiple facets. I saw the same strength of this metaphor alive through the Christian kinship and serving attitude of the team.

Personally, this experience has grown my own faith in both God and the people around me. I am thankful for the experience that this role gave me and the journey towards maturity I have seen in my co-captain, peers and myself.

From Joanna Axiotis - Year 12, 2013

Being able to finish my schooling life at the same school where it all began 13 years ago has been such an amazing experience. I was also humbled to lead the student body in our final year. It has given me the opportunity to see how much the school has grown and how blessed we are to be at SGCS.

Working with the prefect team has been so enriching and enabled us all to step out in our faith. Some highlights of our year would be helping with the Infants Open Day, working with and mentoring the Junior School leaders, and leading devotions and prayers at Senior School assembly. It has been really encouraging receiving positive feedback from our teachers and peers, and I loved being able to give back to my school that has given so much to me.

The close-knit community and nurturing Christian environment has touched my own and my peers lives, and is something that I will very much miss.

(excerpts from the SGCS Yearbook 2013)


Introduction to our School

As a distinctively Christian School, SGCS aims to

equip your child for life, recognising that children

have many different needs: academic, physical, social,

emotional and spiritual. We believe that a full and

meaningful life comes through faith in Jesus Christ and following His teachings.

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Introduction to our School

St George Christian School is a K-12 School with a reputation for strong academic outcomes, intentional pastoral care and a disciplined and warm environment with devoted staff who strive to make a difference in the life of their students. Our size (dual stream from K-6 and triple stream from 7-12) positions us well to know each student and to be able to provide a breadth of subject choices and co-curricular activities. We provide specialist music, drama and sporting programs in each department (K-12), integrated use of and training in technology, focused leadership development and opportunities for contributing to people and communities less fortunate than our own. Reflecting critical stages in the life of a child, our school structure includes Infants (K-2), Junior School (3-5), Middle School (6-8) and Senior School (9-12) as distinct communities of learning, relationship and care. As a distinctively Christian School, SGCS aims to equip your child for life, recognising that children have many different needs: academic, physical, social, emotional and spiritual. We believe that a full and meaningful life comes through faith in Jesus Christ and from following His teachings.

Jesus said “I have come that you might have life, and have it to the full” (John 10:10).

Considerate, respectful and encouraging relationships are central to our values and practice. We value each child as a unique creation, and actively strive to “see the divine” in each child, to foster individual potential and nurture personal discipline and character development.

St George Christian School is fully registered and accredited by the NSW Board of Studies and offers courses from Kindergarten to Year 12 leading to the award of the Higher School Certificate. The school is also a registered CRICOS provider for full fee paying overseas students.


Academic and Broader School Life in Review 2013

St George Christian School is a dynamic learning

community encouraging the development of students’ personal

character and gifts, whilst experiencing joy in learning and excellence in

teaching in a supportive K-12 co-educational

Christian environment.

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Academic and Broader School Life In Review 2013

Commendable Achievements and Broader School Life

• NAPLAN (National Assessment Program – Literacy and Numeracy): Our students in Years 3, 5, 7 and 9 excelled in these National assessments. The School performed strongly in every stage and demonstrated consistent growth over the school years. The following graphs display these results and indicate many outstanding results. Again, the school’s NAPLAN results highlight our students as being significantly underrepresented in the lower two achievement bands, which is particularly pleasing in view of the specialist support staff and programs the school has in place to address the needs of students who may find academic pursuits more challenging.

• Particular highlights include Year 3 Writing, Year 5 Reading, Year 7 Reading and Year 9 Numeracy.

Year Subject State (Top 2 Bands) SGCS (Top 2 Bands) 3 Writing 54% 74% 5 Reading 37% 63% 7 Reading 32% 77% 9 Numeracy 30% 48%





• The School was successful in its application for grants focussed on educational support totalling $100,595 under the Commonwealth Targeted Programs 2013, as follows:

o Contribution towards teacher and/or teacher’s aide or equipment for identified student/s with disabilities - $6,661o Contribution to support the education of students at risk in Literacy Junior School - $6,768, Infants - $7,356, Middle School - $5,640, Senior School - $8,632o Contribution to support the education of students at risk in Numeracy – K-5 $10,593, Middle School - $3,090, Senior School $6,744o Integration $26,103 Students with Disabilities per capita Payment 2012 - $19,008

• Megan Powys retired from her role as Head of Infants and Lyn Barnes was appointed as the new Head of K-5. Mrs Powys had been at our School since 1992 and served as Head of Infants from 1999.

• Our School took part in a research and staff training arrangement with the University of Wollongong, working with Professor Beverly Derewianka, Dr Pauline Jones and Dr Honglin Chen, from the faculty of Education, planning and implementing the grammar content of the Australian Curriculum. We collaborated with the UOW and explored grammatical knowledge and best practices for teaching it in light of the demands of the Australian Curriculum.

• On 7 and 8 May, 2013 the School underwent a Registration & Accreditation inspection under the auspices of the NSW Board of Studies. The R & A team were impressed with the set-out of our work, the quality of presentation and our hospitality, and provided positive feedback on all Departments of our School. The formal written report confirmed that the School’s registration status was renewed for another five years.

• The School was listed in the National Top NSW Secondary School (comprehensive schools) analysis in the June edition of the ‘Weekend Australian’, ranking 45.

• A group of 33 Jump Rope students performed at a Dragons/Manly Rugby League game as part of the pre-match entertainment.

• Middle School enjoyed a ‘Medieval Day’ which included a presentation of medieval weapons and armour and an interesting talk by a parent who has traced ancestors back to 1066 when the Battle of Hastings took place.

• Four students attended the CSSA State Gala day in Coffs Harbour and one was selected for the CSSA Open Touch Football team.

• A student in Year 3 was selected for the NSW Super 10’s tennis competition.

• On 13 June five of our students competed in the NSW CIS Cross Country Carnival which was held at Eastern Creek Raceway, with pleasing results.

• Seventeen students from Years 6-10 competed in the Robo Cup. One student came first in the Secondary Rescue Division out of 23 teams and was awarded NSW State Rescue Champion for 2013. Another student came 4th out of 17 teams in the Premier Rescue Division. At the National Championships at the University of Queensland in September, two students qualified for the World Championships to be held in Brazil in 2014.

• After four years of achievement, ten Gold Candidates have submitted their Record Books for acceptance by the Duke of Edinburgh’s Award (NSW) Committee. Those who are accepted by the Duke of Edinburgh’s Award Committee will be presented with their awards next year by the Governor of NSW at Government House.

• A Junior School student won the Boys Under 10 title at the CSSA State Tennis Gala Day.



Beyond Ourselves Mission & Global Education

• As part of the School’s continuing “Beyond Ourselves” program, 21 students were accepted to be part of a mission team which travelled to the Island of Santo in Vanuatu for 10 days in the July school holidays. Accompanied by 7 members of staff and led by Mr Paul Curtinsmith, they spent quality time reaching out to the students and teachers of Ban Ban Primary School, Hog Harbour High School, Matevulu Senior College, Tutuba Primary School and Nasalanvunmol Primary School. They were involved in sport, music, craft, drama, games, giving their personal testimonies and a variety of other Gospel sharing and relationship building activities.

• In August, a number of SGCS fathers joined a group of other men and ventured to the

Island of Santo in Vanuatu on a building mission trip where they undertook a number of projects over an 8 day period. A new school building was constructed at Ban Ban School that will allow an additional 100 students to attend the school. A medical centre on the island of Tutuba was also built. Fresh, clean water was brought to the door step of a remote village in Vavaro that will again improve the health and well being of the villagers for generations to come. Playgrounds were built at Ban Ban School and also in the centre of town, for the benefit of the local children. The men were also privileged to witness a number of Ni Vans giving their lives to Christ through the preaching of a local pastor.

• Dr Saxena, a School parent and Doctor, trekked the Kokoda Track in June with 14 others to raise funds for the St George & Sutherland Medical Research Foundation. Our Infants students, with the support of teaching staff, raised funds which were presented to Dr Saxena.

• The annual student led “V-Day” festival was held again in Term 2 for students in Middle and Senior School and provided an opportunity to raise funds and awareness regarding the mission trip to Vanuatu.

• In Term 3, a number of Beyond Ourselves students also participated in “Blackout” (the equivalent of the 40 hour famine) to raise funds, resources and support for persecuted Christians around the world through Open Doors.

• Infants hosted a Bush Dance in October and raised funds for the employment of Youth Worker at Junee High School.

• The School organised fundraising events including:

Child Fund Australia $ 1,188 St George & Sutherland Shire Medical Research $ 2,000 Youth Worker, Junee High School $18,000 Heart Foundation (Jump Rope) $ 3,262 Compassion $ 595 TEAR $ 1,330 Samaritan’s Purse $ 4,268 Fill the Cup World Food Project $ 567 V Day – Vanuatu Mission Trip $ 3,509 World Vision 40 Hour Famine $ 454

Total: $35,173

Young Writers Development

• Junior School students enjoyed a visit by Sarah Davis, children’s book illustrator, who encouraged them to grow in their creative expression and confidence.

• Well known Christian Author, Penny Reeves, spoke at the Junior School Assembly on 11 September, inspiring and encouraging students in their own writing journey.



Music and Arts

• Students showcased their musical talents at “An Intimate Evening of Fine Music” in June, “An Evening of Fine Music” in September and “Twilight Instrumentals” in November.

• The annual ‘HSC Showcase’ was held in the School Hall over two evenings in July. These evenings featured the impressive work of our HSC students in Design & Technology, Drama, History, Music, Textiles & Design and Visual Arts.

• Our School Musical ‘Beauty and the Beast’ was presented on 16, 17 and 18 October, at Marana Hall. The four performances were well attended, with tickets selling out for the final two evenings. Students and staff showcased their talents and audience feedback was outstandingly positive.

• Over 120 students were involved in the School’s instrument tuition program.

• Four Year 12 Design & Technology students were nominated for DesignTECH, the annual exhibition of outstanding HSC Major Design Projects.

• Year 11 Visual Arts students’ Exhibition, ‘What Has Been Will Be Again’ – a reflection on post-modernism – was held at Kogarah Library from 30 October to 10 November.

• The annual Infants Christmas Concert engaged an audience of around 1000 people.

Parenting Education

A number of parent seminars and workshops were held as part of the“Strong Hearts, Strong Minds” program:

• Emotional Wellbeing – Helping Children Manage Their Emotions (Workshop)• Survive & Thrive – Building Resilience in Children (Workshop)• Loving the Rollercoaster: Parenting Teens (Workshop)• Birds & the Bees - Talking to Your Child About Sex (Workshop)

Academic Competitions

• A number of students from Years 2 – 12 participated in the optional UNSW’s ICAS assessments in Mathematics, Science and English and the Australian Mathematics Trust competition, with pleasing results. By way of example, of the 106 students who participated in the UNSW ICAS English assessment, 2 achieved High Distinctions, 15 achieved Distinctions, 33 achieved Credits and 56 received Participation Certificates.

• A Junior School student won the Prize & Prudence Award in the Australian Mathematics Competition. The Prudence Award is given to the student who achieves the highest number of consecutive questions correct.

• Twenty students from Years 9-12 participated in the Australian Geography Competition. Seventy percent of students received a Credit or higher, with seven students receiving High Distinctions.

• Our Maths Engineering Team came second in the State Finals of the Tournament of the Minds (TOMS) in September.



Open Days / Community Days

• The Hurstville Campus Open Day took place on 22 March. During the day, the Mayor of Kogarah officially recognised the newly restored foundation stone laid in the wall of the Chapel. The Chapel is the former site of the heritage significant Congregational Church which was completed in 1901.

• The Infants Campus Open Day was held on 17 May. This provided a wonderful opportunity for parents, grandparents, visitors and friends to witness the Infants children and their teachers at work and play. Activities included classroom visits, face painting, a baby animal farm, and campus tours conducted by the School Prefects. The Open Day also featured performances by the Junior School Choir and Jump Rope Team as well as a visit by Belle from Beauty and the Beast.

• The Infants Department’s Father’s Day Breakfast and Book Week Parade days drew hundreds of parents to the School.

Building and Property

• The new multi-purpose hall continues to be well used for the following activities:

o Weekly assemblies for Junior, Middle and Senior School students.o Fortnightly Chapel services for Middle and Senior School studentso PDHPE classeso Special Senior School dance classeso Drama classeso Weekly band and vocal group practiseo Year 12 examinationso Guest speakerso Parent teacher interviews

The operable wall, within the multi-purpose hall, is often put in place to allow for shared use of the hall at any one time. In addition to the noted activities, the Allawah Community Church uses the multi-purpose hall weekly for its Mainly Music Childrens’ program, Youth Group on Friday evenings and Sunday worship.

• The kitchen and Cafe 12 within the multi-purpose building provide morning tea and lunch for staff and Year 12 students. Lunch orders are also available for students in Years 3-12 with parents having access to an online ordering system. Café 12 is also used for weekly playgroup and ‘meet and greet’ coffee mornings for parents. The Cafe expanded its menu during the year and undertook additional food preparation on site. Staff numbers and volunteers working in the Cafe increased during the year to cater for the growing popularity of the Cafe.

• The Library and Senior Study rooms were added to the School’s online booking system.

• Before and After School Care commenced in February 2013 with the YMCA providing both the service and transport between the Infants and Hurstville Campuses. After School Care numbers grew steadily during the year, however Before School Care attracted only limited numbers and remained static during the year.

• In June, a new licence was finalised with Sans Souci Baptist Church to secure the ongoing operation of the Infants’ Campus at the Sans Souci site.



Careers

• A representative from The Business Concierge was engaged to run an incursion for all Year 10 students covering topics such as:

o Budgeting for Lifeo Organisational Skills including “An Ideal Week”o Interview Skills and Techniqueso The Part Time Job

• Year 12 attended the University of Wollongong’s “Discovery Day” for prospective students.

• Year 10 undertook Work Experience and opportunities were varied and included working with Lawyers, in childcare centres, schools, IT, graphic design, Karl von Busse Design College, Adriana Zumbo Pattisserie, Fire & Rescue, Basair Aviation and many more.

• Year 10 students completed an online questionnaire, with results providing them with an

awareness of their strengths and listing options for possible career choices. • Year 11 students attended the HSC and Careers Expo, enjoying information sessions and

many stalls with handouts and verbal presentations on a wide range of different career options.

COURSES AND SUBJECTS

2013 Stage 5 Elective Subjects SGCS offered the following elective subjects:

CommerceDramaElective GeographyElective HistoryFood TechnologyInformation & Software Technology Industrial Technology – MultimediaIndustrial Technology – Timber 2013 Stage 6 CoursesSGCS offered the following subjects:

English Standard English Advanced English Extension 1 English Extension 2 Mathematics General Mathematics Mathematics Extension 1 Mathematics Extension 2 Biology Chemistry Physics Senior Science


Ancient HistoryBusiness Studies Design & TechnologyEconomicsFood TechnologyGeographyHistory ExtensionIndustrial TechnologyJapaneseLegal StudiesModern HistoryMusic 1 and Music 2PDHPESoftware Design & DevelopmentTextiles & DesignVisual ArtsChristian Principles and RelationshipsCommunity & Family Studies

CommerceDramaElective GeographyElective HistoryFood TechnologyInformation & Software Technology Industrial Technology – MultimediaIndustrial Technology – Timber

MandarinMusicPhysical Activity & Sport StudiesTextiles TechnologyVisual Arts


CO-CURRICULAR SUBJECTS

Infants• Hockey• Individual Piano Lessons• Sensory Integration Program• Speech and Drama

Junior School• Band• Choir• Hockey• Individual and Small Group Music Lessons• Jump Rope Teams• Leadership Training• Dramatic Performances• Percussion• Singing Lessons• Speech and Drama• Student Representative Council

Middle School• Band• Boys Fellowship Group• Excellence Groups (Artists, Debaters, Tournament of the Minds, Maths Engineering Group, Social Science Group)• Homework Club• Jump Rope for Heart Team• MS and SRC Leadership Team• Robotics Club – Advanced• Robotics Club – Beginners• Science Club• Solar Boat Club• Stitches (girls fellowship group)• Student Representative Council• Vocal Group• Create Cooperative Group

Senior School• Beyond Ourselves (overseas and local missions opportunities)• Concert Band• Drama Performance• Duke of Edinburgh Award Scheme• Extension & Enrichment Program• Instrument Tuition – Piano, Drums, Voice, Flute, Clarinet, Saxophone, Bassoon, Trumpet, Trombone, Violin and Guitar• Musical Performance• Representative Sport• Science Club• Solar Boat Challenge• Stage Band• Student Representative Council• String Group• Vocal Group• Yearbook



CO-CURRICULAR SUBJECTS (Continued)

The SGCS curriculum also includes Christian Principles and Relationship classes where there is opportunity for all students to study the Bible and apply its principles to their own lives. A high priority is given to pastoral care and Christian growth in all classes at the School.

There is a strong emphasis on literacy and numeracy throughout the School and emphasis on considerate relationships within the School community. Two trained counsellors are available to assist students with their needs, as well as an Overseas Student Liaison Officer. The School provides extra provision in a range of subjects to students requiring learning support and to students with gifted and talented ability.

St George Christian School has 2 specialist computer rooms and a total of 540 computers (including desktops, laptops and tablets) throughout the School located in most classrooms and specialist rooms, integrating technology use into learning in every subject. Other specialist facilities include three science laboratories, a technics room, two visual arts rooms and a food technology room. The School has a well-stocked library with over 40,000 volumes, fourteen computers, a Senior Studies Centre and teacher resources. There is a well-stocked branch library at the Infants Campus.


School Performance in Statewide Tests and Examinations

We are keen to see in our students, as they face their

assessments in a calm and confident attitude,

a steady progress in their achievements and an

affirmation that they are developing in their skills,

learning habits and thought processes.

Mr James Honor Principal

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School Performance in Statewide Testsand Examinations

In 2013 St George Christian School participated in the National Assessment Program – Literacy & Numeracy (NAPLAN). As shown on Pages 7-8 of this report, SGCS students performed very strongly, up to 45% above State average. NAPLAN allows all students in Australia in Years 3, 5, 7 and 9 to be tested on aspects of Literacy and Numeracy using the same year level tests. Literacy and Numeracy are taught in accordance with the NSW Board of Studies syllabi and amount to approximately 50% of the School timetable in the Primary years.

Year 3 Results are reported in bands with the range for Year 3 being Band 1-6, with 6 being the highest. The National Minimum Standard for Year 3 is Band 2.

SGCS at or above National Minimum Standard (c.f. State)

2013 2012 SGCS (State) SGCS (State)Reading 100% (97%) 100% (97%)Writing - Persuasive 100% (98%) 100% (98%)Spelling 96% (96%) 98% (97%)Grammar & Punctuation 98% (97%) 98% (95%)Numeracy 100% (97%) 98% (96%)Data, Measurement, Space & Geometry 100% (96%) 98% (95%)Number, Patterns & Algebra 98% (95%) 98% (97%)

Year 5 Results are reported in bands with the range for Year 5 being Band 3-8, with 8 being the highest. The National Minimum Standard for Year 5 is Band 4.

SGCS at or above National Minimum Standard (c.f. State) 2013 2012 SGCS (State) SGCS (State)Reading 100% (98%) 100% (92%)Writing – Persuasive 100% (94%) 100% (95%)Spelling 100% (94%) 100% (96%)Grammar & Punctuation 98% (95%) 100% (92%)Numeracy 100% (95%) 100% (95%)Data, Measurement, Space & Geometry 98% (93%) 100% (96%)Number, Patterns & Algebra 98% (95%) 100% (93%)

Year 7Results are reported in bands with the range for Year 7 being Band 4-9, with 9 being the highest. The National Minimum Standard for Year 7 is Band 5.

SGCS at or above National Minimum Standard (c.f. State) 2013 2012 SGCS (State) SGCS (State)Reading 100% (95%) 100% (95%)Writing – Persuasive 100% (92%) 100% (92%)Spelling 100% (95%) 100% (95%)Grammar & Punctuation 99% (90%) 99% (96%)Numeracy 100% (97%) 99% (96%)Data, Measurement, Space & Geometry 100% (96%) 99% (94%)Number, Patterns & Algebra 100% (97%) 100% (96%)



Year 9Results are reported in bands with the range for Year 9 being Band 5-10, with 10 being the highest. The National Minimum Standard for Year 9 is Band 6. SGCS at or above National Minimum Standard (c.f. State) 2013 2012 SGCS (State) SGCS (State)Reading 97% (95%) 100% (93%)Writing – Persuasive 95% (82%) 93% (81%)Spelling 99% (96%) 96% (92%)Grammar & Punctuation 97% (89%) 99% (92%)Numeracy 97% (92%) 97% (96%)Data, Measurement, Space & Geometry 96% (91%) 96% (93%)Number, Patterns & Algebra 99% (93%) 99% (92%)

RECORD OF SCHOOL ACHIEVEMENT

Seventy-one students completed Year 10 in 2013, compared with seventy-four students in 2012. Two students who completed Year 10 left to study at TAFE, and were awarded their ROSA. Eleven went on to further studies elsewhere, and the remainder continued at SGCS to complete the Higher School Certificate.

A total of sixty-three Year 12 students sat for their HSC examinations in 2013. This year’s results reflect a personal best for a significant number of students and the Year 12 cohort are congratulated on their very pleasing results.

One of our students performed exceptionally well, achieving marks of 90 and above in 7 subjects and was therefore listed as an ‘All Rounder’, with an overall ATAR score of 99.3.

Thirteen of our HSC students achieved ‘Distinguished Achievement’ status, with results in the highest possible bands (Band 6 or E4) in the following courses: • Business Studies• Community & Family Studies• Design & Technology• Drama• Engineering Extension 1• French Continuers• General Mathematics• History Extension• Mathematics• Mathematics Extension 1• Mathematics Extension 2• Music

There were many students who, while not listed above, achieved personal best results.

The following subjects significantly out-performed State averages in the top two bands (the 80 plus mark range):

Subject SGCS % State Average %Community & Family Studies 58 34Design & Technology 65 37Geography 50 40 Music 1 100 59Physics 75 33



These strong results have led to university offers in a diverse range of courses including Advertising, Animal and Vet Bioscience, Arts, Business, Commerce, Communication, Creative Arts, Criminology, Design (Hons), Economics, Inclusive Education, Education, Early Childhood and Primary Education, Engineering, Exercise Science, Human Movement & Health Education, International Studies, Journalism, Media Arts, Nursing, Psychology, Science, Sound and Music Design, Social Work and Veterinary Medicine.

Our graduating students will be found on the campuses of Sydney University, University of NSW, University of Technology Sydney, University of Wollongong, University of Western Sydney, Macquarie University, Australian Catholic University, University of New England and University of Notre Dame.

HSC Results by Subject:

Ancient HistoryIn 2013, 66.7% of students (numbering 6 out of 9) achieved within Bands 4-6 (State average 61.4%). This compares to 90.0% in 2012. It should be noted that 3 of the remaining students achieved in Band 3.

BiologyIn 2013, 54.5% of students (numbering 6 out of 11) achieved within Bands 4-6 (State average 67.8%). This compares to 78.9% in 2012. It should be noted that 4 of the remaining students achieved in Band 3.

Business StudiesIn 2013, 72% of students (numbering 18 out of 25) achieved within Bands 4-6 (State average 65.6%). This compares to 88.9% in 2012. It should be noted that 3 of the remaining students achieved in Band 3.

Chemistry In 2013, 80% of students (numbering 8 out of 10) achieved within Bands 4-6 (State average 73.4%). This compares to 62.5% in 2012. It should be noted that the 2 remaining students achieved in Band 3.

Community & Family StudiesIn 2013, 84.2% of students (numbering 16 out of 19) achieved within Bands 4-6 (State average 66%). This compares to 78.6% in 2012. It should be noted that the further 3 students achieved in Band 3.

Design & TechnologyIn 2013, 85% of students (numbering 17 out of 20) achieved within Bands 4-6 (State average 78.1%). There are no figures available for 2012. It should be noted that the further 3 students achieved in Band 3.

DramaIn 2013, 100% of students (numbering 12 out of 12) achieved within Bands 4-6 (State average 84.1%.) This compares to 75% in 2012.

EconomicsIn 2013, 50% of students (numbering 9 out of 18) achieved within Bands 4-6 (State average 68.1%). This compares to 42.3% in 2012. It should be noted that a further 6 students achieved in Band 3.

English (Standard)In 2013, 31% of students (numbering 9 out of 29) achieved within Bands 4-6 (State average 33.9%). This compares to 61.3% in 2012. It should be noted that a further 13 students achieved in Band 3.



English (Advanced)In 2013, 85.7% of students (numbering 30 out of 35) achieved within Bands 4-6 (State average 85.9%). This compares to 86.4% in 2012. It should be noted that a further 4 students achieved in Band 3.

English Extension 1In 2013, 83.3% of students (numbering 5 out of 6) achieved within the top two Bands (State average 88.3%). This compares to 75% in 2012. It should be noted that the remaining student achieved in Band E2.

English Extension 2In 2013, 100% of students (2 out of 2 students) achieved within the top two Bands (State average 77.9%). This compares to 100% in 2012.

General MathematicsIn 2013, 41.1% of students (numbering 14 out of 34) achieved within Bands 4-6 (State average 41.9%). This compares to 63% in 2012. It should be noted that a further 15 students achieved in Band 3.

GeographyIn 2013, 83.3% of students (numbering 5 out of 6) achieved within Bands 4-6 (State average 64.9%). There are no figures available for 2012.

History Extension In 2013, 66.7% of students (numbering 4 out of 6) achieved within the top two Bands (E4 and E3)(State average 73.9%). The remaining two students achieved in Band E2. There are no figures available for 2012.

MathematicsIn 2013, 77.8% of students (numbering 14 out of 18) achieved within Bands 4-6 (State average 76.5%). This compares to 83.3% in 2012. It should be noted that a further 3 students achieved in Band 3.

Mathematics Extension 1In 2013, 90% of students (numbering 9 out of 10) achieved within the top two Bands (State average 83.5%). This compares to 80% in 2012. It should be noted that the remaining student achieved in Band E2.

Mathematics Extension 2In 2013, 100% of students (numbering 3 out of 3) achieved within the top two Bands (State average 87.1%). This compares to 100% in 2012.

Modern HistoryIn 2013, 100% of students (numbering 9 out of 9) achieved within Bands 4-6 (State average 76.6%). This compares to 100% in 2012.

Music In 2013, 100% of students (numbering 6 out of 6) achieved within Bands 4-6 (State average 88.9%). This compares to 100% in 2012.

Personal Development, Health and Physical EducationIn 2013, 66.7% of students (numbering 10 out of 15) achieved within Bands 4-6 (State average 59%). This compares to 75% in 2012. It should be noted that 4 of the remaining students achieved in Band 3.

PhysicsIn 2013, 87.5% of students (numbering 7 out of 8) achieved within Bands 4-6 (State average 65.74%). It should be noted that the remaining 1 student achieved in Band 3.



Software Design and DevelopmentIn 2013, 100% of students (numbering 4 out of 4) achieved within Bands 4-6 (State average 65%). This compares to 83.3% for 2012.

Visual ArtsIn 2013, 84.6% of students (numbering 11 out of 13) achieved within Bands 4-6 (State average 88.4%). This compares to 100% in 2012.

Senior Secondary Outcomes

Percentage of students in Year 12undertaking vocational or trade training: 8%

Percentage of students in Year 12attaining a Year 12 certificate or equivalent VET qualification: 100%

Student Learning Outcome Improvement Measures

Infants

• Testing of reading level in Weeks 1 and 5 of each Semester for each child and subsequent forming of reading ability groups within each grade.• A home reading program based on child’s ability - with provision for change as needed.• The Support Teacher identifying and withdrawing children at risk or to concentrate on areas of need.• Establishing individual computer programs for children to facilitate differentiation in the classroom.• Identification of academically gifted children through the Horizons Program and tailoring programs to suit their needs. • All children undertake exercises and activities as part of their sensory processing program supporting an effective basis for learning.

Junior School

• The support program is integral to the identification, programming and assessment of students with learning difficulties.• The establishment of individual programs for students with integration needs using Support Teacher (government funded).• The development of Literacy, Spelling and Mathematics groups which are part of the programmed timetable and follow the modified class curricula for both LD students and high ability students needing extension curricula.• The involvement by parent tutors in the ‘Mission Possible’ which seeks to give individual reading assistance to students needing support.• The training of parents to be tutors who intelligently implement the program for ‘Mission Possible’.• Professional Development in Mathematics, Grammar and Reading including explicit teaching skills and problem solving skills in the language of Mathematics. • Continuation of Questioning Skills Program to improve comprehension skills. Students displayed significant improvement in post-test assessments.• In Term 3, a Writer’s Workshop was given by a children’s author to the students which encouraged them to write with greater competency and confidence.



Middle School

• Continued development of the Year 8 Targeted Learning Program which focuses on reinforcing literacy and numeracy skills for those students where gaps are evident.• Provision of Literacy Support Teacher (grant-funded) to support selected Year 6, Year 7 and Year 8 students in comprehension, vocabulary and writing as well as ESL support. • Provision of Numeracy Support Teacher (grant-funded) for selected Year 6 and Year 7 students requiring remediation.• Year 7 Transition Program for selected students in Year 6.• Before school Mathematics workshops for students in Year 7 and Year 8 to provide additional opportunities to develop and practice skills.• Integrating explicit teaching of research skills and referencing skills in History/ and Learning to Learn programs.• Provision of flexible and mobile technology in the form of iPads for Years 6, 7 and 8 to enhance global connectivity, high order thinking and personal decision making. • Continued development of the Year 8 Learning to Learn Independent Research Project which saw students learn about Bloom’s Taxonomy of Thinking and applying that to an issue of their choice. A written as well as oral presentation before a panel formed an important milestone in their graduation from Middle School.• Continued development of the Middle School Excellence Program to extend and enrich highly able students under the SGCS Horizons Program for high achievers.

Senior School

• Intensive Literacy Program for Year 9 and Year 10 students, with small group workshops led by the Support Teachers.• Support Learning Program for targeted individual and small group tuition and students’ general course support.• Broad range of subject choices and levels to accommodate student interest and ability.• SGCS Horizons Program for highly able students.• Dedicated position of Director of Student Welfare.


Professional Learning and Professional Development

Embedded in our School culture is a commitment to

professional learning and development where staff demonstrate ownership

of their learning and are committed to continual improvement, student

engagement and improved student outcomes.

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All staff at St George Christian School are committed Christians who subscribe to the School’s Statement of Faith. They are committed to teaching from a Christian worldview. The School has 83 staff with teacher qualifications from a higher education institution within Australia or as recognised by the National Office of Overseas Skills Recognition (AEI – NOOSR) guidelines. All staff comply with NSW Institute of Teachers’ teaching requirements. Further information about the NSW Institute of Teachers’ teaching categories is available at: www.nswteachers.nsw.edu.au.

The School employed five specialist support staff to fulfill the roles of Library Assistants, Science Laboratory Assistant, Art Assistant and Food Technology Assistant. The School also has three Special Needs Teachers and five part-time (grant funded) Special Needs staff who assist students with learning difficulties which may affect the learning process. Two staff with training and experience in Gifted Education serve the needs of high ability students.

Workforce Composition

The structure of SGCS comprises of Executive staff, including a Principal, Heads of Department for Infants and Junior School, Middle School and Senior School, a Bursar, School Counsellors, Administrative, Maintenance and Support staff and a total of 83 teaching staff.

Staff Professional Learning and Development Expenditure

All members of the teaching staff participated in professional development/learning in 2013 for an average of 4.7 days per teacher.

The overall expenditure on staff professional development for 2013 was $107,247.10. Average expenditure per teacher in 2013 was $1,200.00.

Staff (Department) Professional Development Undertaken in 2013: • All teaching staff were involved in a range of Professional Development activities in Week 0 (the week before students commence Term 1) focusing on Registration and Accreditation and the introduction of the Australian Curriculum.• Three teachers worked throughout the year with Professor Beverly Derewinkia, of the University of Wollongong, on the Grammar component of the new Australian Curriculum.• Teachers attended training on the new Australian Curriculum with AIS Consultants in January 2013 in the areas of Mathematics, History and English.• Executive staff attended CSE 3rd National Coaching Conference for Educators and CSE ‘Creating an Impact School: Professional Learning That Makes a Difference’.• Executive staff attended a Coaching Accreditation Program with Growth Coaching International.• The Head of Middle School attended ‘Big Ideas Forum’ in relation to the new Australian Curriculum in February 2013.• All staff attending Asthma Training to enabling the School to maintain its “Asthma Friendly School” status.• Administrative staff attended a workshop looking at the biblical basis for work and how it effects what we do in a Christian setting.• The School Bursar attended the CSA National Policy Forum in Canberra.• Staff attended training by a physiotherapist in safe work practices.• Senior School Teaching staff attended the ‘Be the Change’ Conference in Newcastle.• All staff members attended Child Protection Training and presentation by our School Counsellor.• All staff participated in Anaphylaxis training including the use of EpiPens.



Staff (Department) Professional Development Undertaken in 2013: (continued)In addition, specific faculty professional development was undertaken on an individual and group basis by attendance at workshops and conferences throughout the year, as follows:

• Inspirational Legal Studies.• Geogebra for the Absolute Beginners.• Teaching HSC Drama.• GHS & WHS New Rules for Schools.• The iPad for Musicians.• Guiding Behaviour in Secondary School.• Tablets in Languages (7-12).• Graphics Booster.• Laser Cutting in the Classroom.• AIS Visual Arts Conference 2013.• HTA State Conference.• Chemical Safety Rules.• iThink Before iPad.• Implementing the New Maths Syllabus.• Bungawarra Teachers Workshop.• Maths Gen: Programming and Resourcing the HSC Courses.• Institute of Industrial Arts Annual Conference.• Preparing to Teach Unit 2 Maths.• Jewellery/Design.• Science Teachers Forum.• Language for Expressing & Developing Ideas.• Tablets in Reading and Writing (3-6)• Integration of Science and Literacy.• Visual Literacy.• Leading Reading Assessment for Reading Instruction.• Mathletics.• Kinder Reading & Writing.• Certificate III in Educational Support.• Frontline Management.• Certificate of Professional Learning Flagship Program – Leading Curriculum Change.• AIS NSW ICT Management Conference.• Workshop for school counsellors providing up to date therapy for students. experiencing emotional distress.• Mindfulness-based Interventions for Children and Youth.

Staff Satisfaction

2013 staff feedback revealed that they appreciated:• Encouraging and uplifting devotional time with both fellow colleagues and students which bring about growth in our love and faith in God and our relationships with one another.• The positive, personal care teachers provide to students.• Staff members really care about each other and staff really care about students.• The size of the School – people can be known and there is sufficient breadth for professional growth.• Staff are positive and hopeful about the difference they can make in the lives of students.• Sensing the presence of God and a feeling of community amongst staff.• The willingness to share ideas and support each other.• Supportive environment where people genuinely help each other.• Colleagues are generous with time, resources, professional expertise and encouragement.• Enjoying a culture where we are all learners.• The encouragement of staff singing together at whole school devotions.• Reading God’s word together and praying together at devotions.• Staff volleyball games.• Support of parents for staff.


Student Attendance

Being able to finish my schooling life at the

same school where it all began 13 years ago has been such an amazing

experience. It has given me the opportunity to see how much the School has

grown and how blessed we are to be at SGCS

Joanne Axiotis School Captain 2013

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Student Attendance

Student Population of the SchoolIn 2013 there are 780 students of roughly equal numbers of boys and girls enrolled across Kindergarten to Year 12. These students are predominantly from the wider St George area and represent a mix of diverse cultural backgrounds. The students work harmoniously together and reflect their diverse Christian denominational and secular heritage. The School maintains a strong community atmosphere and strives to cater for the individual needs of each student. Parents are viewed as partners in the education of their children and their contributions are valued.

Student Attendance Rate Average daily student attendance in 2013 was 94.7%:

Kindergarten 94.70%Year 1 94.73%Year 2 94.47%Year 3 96.68%Year 4 96.02%Year 5 95.98%Year 6 96.79%Year 7 95.66%Year 8 96.26%Year 9 95.41%Year 10 93.02%Year 11 93.78%Year 12 94.75%

Student Post Compulsory Education Actual Retention Rates2009-2010 – 76.1%2010-2011 – 81.9%2012-2013 – 83.8%

Student Post-School DestinationsYear 12 cohort: A total of 63 students sat the HSC in 2013, with 51 students receiving an offer of a place at University for 2014.

Year 10 leavers: Seventy-one students completed Year 10 in 2013, compared with seventy-four students in 2012. Two students who completed Year 10 left to study at TAFE, and were awarded their ROSA. Eleven went on to further study.

Student Satisfaction Feedback from students included:• Amazing teachers.• Great values, ethics, sense of right and wrong. Committed teaching staff.• Students are always praised for their achievements and are given a good spiritual foundation.• Good Christian values, teachers approachable.• Wonderful, caring teachers.• SGCS has been a warm, nurturing and caring environment.• Friendly, family culture.• The close school community and pastoral care.• Very friendly Christian environment.• Learning in a quiet and safe environment. Caring teachers.• Dedication/commitment of teachers/staff and their willingness to help.• Music opportunities.• Special student events, i.e. Showcase.• Provided safe and loving environment.


Student Attendance

Student Welfare • Student welfare is a priority in the school and is assisted by:• Open communication between parents and staff is encouraged• Availability of teachers by telephone, email or interview where required for teacher/

parent communication • Availability of school counsellor • Referrals to other health professionals• Referrals for speech, occupational, paediatric and psychometric testing• Application for funding to assist with integration of students with learning needs• Screening of children before they enter school to ascertain potential needs• Kindergarten, Year 3 and Year 7 Orientation programs• Transition Program for Year 3 and Year 7• Individual orientation for students new to Senior School• Welcome morning teas for all parents new to the school• Home Room Teachers Years 6 - 8• Male and Female Year Advisers Years 9 -12• Year 5 Transition Camp (for entering Middle School)• Year 7 Team Building Day in the first week of school• Year 7 three day Camp in Term 1• Year 8 Transition Program (for entering Senior School)• Social skills support for students struggling in their friendship groups.• Year 3 Welcome Interviews conducted with each student’s family early in Term 1• Parent/Teacher Information Evenings• Biannual written reports • Formal Parent/teacher interviews including Junior School Student Update Interviews at • the end of Term 1• Social skills workshops as required• Homework Club in Middle School• Gender split groupings as required, eg Year 4 boys group for Literacy• Careers assistance and interviews by appointment• Leadership Programs and Student Representative Councils• Junior School Life Skills Program• Christian commitment of teaching staff to pastoral care of each student• Prayer at every year level for students• Department Chapel services and Christian fellowship group• Meetings between all members of care teams – parents/teachers and external • professionals to ensure effective communication in implementing individual programs • for students in need.• Guest speakers to inform parents of current trends.

Encouragement and affirmation of excellence:• Opportunity to engage and grow in learning through explicit feedback and teacher

direction• Entry into a range of competitions• Optional entry into University of New South Wales competitions in English, Mathematics

and Science; and the Australian Mathematics Trust competition.• Involvement in community projects e.g. Deafness Foundation, “Beyond Ourselves”

program including mission to Vanuatu• Participation in Sports Carnivals, Gala Days and competitions• Horizons Program• AIS Mathematics Camp for selected high ability students in Year 6• Year 8 Independent Research Task and associated presentations.• Support Programs• Open Days – inviting parent and community recognition• Award of certificates in Assemblies• Citizenship, Leadership and Sportsmanship awards • Annual end of year assemblies and presentation ceremonies• Speech and Drama recitals• Extracurricular piano, instrumental, vocal and other musical classes and tuition


Student Attendance

Student Welfare

Encouragement and affirmation of excellence: (continued)

• Junior School Choir and Band performances• Middle School Choir and Band Camp• The Year 3-10 ‘Evening of Fine Music’ showcasing students’ musicianship• Involvement in Book Week Parades• Involvement in Christmas concert, Musicals and annual Performance Evenings • Broad range of excursions and incursions to engage student interest and learning• Parental involvement in classroom activities• Lunchtime play and sport activities• Annual Art Acquisition Award• Art displays and exhibitions • Junior School Musical• Robotics Competition at local, State and National level for Middle School and Senior

School students

Student Non-Attendance Parents are required to submit an Application for Exemption from Attendance in writing for known extended absences to the Principal for his approval prior to the leave being taken.

Student absences are required to be explained in writing and, where the school has not received such notification, parents are contacted and directed to provide a reason in writing or to complete and return an absence explanation form.


Initiatives for Respect and Responsibility

We are dedicated to supporting students’

growth and development in independence, maturity,

personal responsibility and leadership. We aim

to develop each student’s sense of place in the world

and their responsibility to people who are less

fortunate .

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Initiatives for Respect and Responisbility

Infants • Year 2 monitors – opportunity for leadership in assemblies, Easter services, Christmas

concert, welcoming of visitors. Carrying out service to other children – care of Kindergarten lunch boxes, raising and lowering of flag, placement and return of playground equipment on daily basis.

• Observation of ANZAC Day• Weekly assembly:

o Singing of National Anthemo Uniform Awardo Achievement Awardo Homework Awardo Good Samaritan Award

• Support of missions: o support of three sponsored children from Gambia, Indonesia and Central America, through Child Fundo support of various aspects of Vanuatu Mission

• Support of various charities:o The Flying Doctoro Deafness Foundationo ‘Blue Day’ for Autism

• Continuation of School Banking Progra• Hospital visits• Easter Service – open to the community.• Daily morning greeting in Whole Department assembly - greeting of children and

children’s formal greeting of staff.• Formal instruction of children in etiquette of accepting awards: look at person, shake

hand, respond appropriately.• Instruction of how children interact with teachers/adults: eye contact, use of teacher’s/

adult’s name in sentence form.• Children are instructed on how to respond to visitors to their classroom

Junior School 1. Student Representative Council which aims to:• Develop leadership skills and confidence• Represent the students’ feelings, opinions and interests• Give students a share in decision making• Develop within the students a sense of responsibility for their school and community• Develop a sensitivity and awareness of the needs of others• Create a friendly, respectful relationship between teachers and students• Fundraise for worthwhile causes such as Jump Rope for Heart, Sydney Children’s Hospital

and the Vanuatu mission.

2. Student Leaders• Students in Year 5 are involved in a program for identifying, discussing and modeling

leadership qualities, in particular Respect and Responsibility, in Term 1• Students are appointed by student election and staff discussion from Year 5 cohort• Student leaders act as responsible role models

3. Life Studies component of the PDHPE curriculum• Studies in relationships• Conflict resolution• Anti-bullying program• Anger management program


Initiatives for Respect and Responisbility

Middle School• Formal End of Term Assemblies to showcase and celebrate learning and achievement in

every aspect of life in Middle School led by Middle School Leaders and the SRC• A leadership program that allows for every student to identify leadership qualities in

themselves and others before a voting process takes place• Training for Middle School Leaders and SRC• Regular class SRC Meetings• An anti-bullying program which formed a key component of a PDH unit was undertaken

by all Year 7 students• Fundraising for a range of charities led by Leadership Team and SRC• Democracy unit of study for Year 6 and Canberra Excursion• ANZAC Day and Remembrance Day Services Senior School • Development of student leadership

o Prefects lead assemblies and devotions, organise fundraising activities, organise social activities for junior high students and support the Year 7 team building day. o School Captains (one male and one female).o Student Representative Council meet regularly to discuss students’ opinions and requests re the functioning of their school, organise fundraising activities and social activities.o House Leaders helped administer the smooth functioning of sporting carnivals.

• Christian Principles and Relationships classes• Work Experience program for Year 10 students• Positive Behaviour System • In house leadership training for Year 11 students including after school voluntary lectures

and workshops leading up to the Prefect application process.


Family Support and Community Satisfaction

The School maintains a strong community

atmosphere and strives to cater for the needs of

each student. Parents are viewed as partners

in the education of their children and their

contributions are valued.

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Family Support and Community Satisfaction

Family Support Along with parent information evenings, the ‘Strong Hearts, Strong Minds’ program was introduced in 2013. This program provided a range of seminars and workshops in order to support parents which included:

• Emotional Wellbeing – Helping Children Manage Their Emotions (Workshop)• Survive & Thrive – Building Resilience in Children (Workshop)• Loving the Rollercoaster: Parenting Teens (Workshop)• Birds & the Bees - Talking to Your Child about Sex (Workshop)

Parent Satisfaction As a general policy, parents are regularly invited to express any concerns or queries about any aspect of school life and the Principal and Heads of Departments make themselves available to speak with parents whenever requested.

An indication of parental satisfaction is evidenced by the positive comments of parents to the school’s initiatives during 2013, as follows:

• The quality and atmosphere of the school environment. The commitment of the teachers and their genuine care for their students.

• I enjoyed the academic atmosphere of the school and also the diversified syllabus which provided good exposure for my son.

• Culture; size; engagement of teachers with children.• The teachers are kind and approachable, thus setting a role model to our children and

enabling them to grow up feeling secure and confident.• Keeping the Cross at the centre of everything you do.• Overall development of a child, to prepare the child to serve in society.• We have loved the respect and commitment the teachers have to students and their

passion to express Christ in what they do.• The teachers have been very supportive and caring. My son has grown up and become

a very responsible young man.• Great students, teachers and discipline.• The support given to my child both academically and spiritually.• Community feel. Close relationship between students and teachers due to size of school.• Availability of teachers for parents to contact them.


School Policies

Our School is underpinned by intentional policy

which seeks to inform the school community of its aims, directions,

expectations, governance and compliance for the

good of all.

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School Policies

ENROLMENT POLICYDeveloped and implemented in July 1991, latest revision August 2012.

1. RationaleThe school has been established in the first instance to provide a Christian Education for children from Christian homes. Enrolment is also open to the children of parents who, whilst not testifying to an active Christian commitment, unreservedly support the aims of the school as set out in the school’s Statement of Philosophy, a copy of which can be obtained through the School Office.

2. Authority and AccountabilityThe School Board has delegated to the Principal the responsibility for all matters relating to the implementation of enrolment under its Enrolment Governance Policy. Specifically, the Principal:• processes applications determining offers of enrolment• reviews admissions policy and recommends changes to the Board• monitors admissions procedures and recommends changes to the Board

3. Admission Policy3.1 Admission Priorities In filling places, the following priorities will be considered: a) Children of Christian parents transferring from other Christian schools.b) Children of parents who already have a child in the school.c) Children of parents who are members of the Companyd) Children of parents who, whilst not testifying to an active Christian commitment, unreservedly support the aims of the school.e) Overseas students, provided that vacancies remain after all other applicants have been considered.f) The Principal has formed a confident expectation that both the prospective student and their family will demonstrate in word and action behaviour that is consistent with the school’s Christian ethos.g) The potential impact of an enrolment on the school’s existing resources and students.h) The age of the student applying for enrolment in relation to their proposed year level. It is the school’s aim to have broadly equal numbers of boys and girls in each year level.

3.2 Conditions Of Enrolmenta) An Application for Enrolment must be completed in full (one per student) and returned to the School Office with

• a copy or extract of the child’s Birth Certificate, • recent School Reports (if applicable), • Reference Form/s completed by a person/s qualified to support the application • payment of the non-refundable Application Fee.

b) The parents must sign the Undertaking included in the application, accepting responsibility to:

• pay the fees set by the School;• deposit a bond with the school as per the fee schedule; this bond is required for

the first four children in any family but not for any additional siblings.• supply their child/ren with the correct uniform;• read and respond to the school newsletter• fulfill the requirements of the K-2 parent duty program and other school communications• cooperate in fulfilling the aims of the school;• attend school functions, as required


School Policies

3.2 Conditions Of Enrolment (continued)c) Parents must attend an interview with the Principal, or his delegate, with the child/ren present.d) The Principal should form a confident expectation that both the prospective student and their family will demonstrate in word and action, behaviour that is consistent with the school’s Christian ethos.e) All Tuition Fees are payable as set out on the school’s Invoice Statement. If payment is not made within seven days of the due date, a Late Payment Fee may be incurred. In cases where this requirement would cause hardship, alternative arrangements can be made with the Bursar each term.

• The Principal is able to terminate the enrolment of any student from the start of the term following, should fees be outstanding for more than one term and

no explanation is forthcoming from the parents.• Parents need to give the School at least one term’s written notice of

termination of enrolment. Failure to do so renders them liable for one term’s fees. Two terms’ notice is requested of students in Year 6.

f) The School’s expectation is that all students will be neat and tidy in appearance and wearing school uniform. Parents are expected to actively support this expectation by ensuring that their children are provided with the correct uniform and accessories as set out in the Family Handbook.g) Parents are asked to co-operate with the school’s discipline policy of training the mind and character in an atmosphere of love and security, with the aim of each student developing both self-control and respect for others.h) All newly enrolled students enter the school on a six months probation period, after which normal enrolment status applies.

4. Other Matters4.1 Class Size The maximum class size is generally 28 students, with a maximum of 21 in Year 7-12 practical subjects.4.2 Age Of Kindergarten Entry The normal minimum age of entry into Kindergarten is 4 years and 6 months at the commencement of the year. Enrolment in Kindergarten is subject to the child showing learning readiness in a screening assessment. Children below the minimum age of entry may be enrolled if testing does confirm their readiness.4.3 Students with Disabilities The school applies the Disability Standards for Education under the Disability Discrimination Act.

An individual with a disability who is a prospective student will be given the same opportunities for enrolment as prospective students without disabilities. St George Christian School will not discriminate based on disability during the application process nor in the offering of placements. Appropriate adjustments to the application process will be made, in consultation with the prospective student or their representative, to ensure access to the enrolment process. Applicants requiring adjustment should make the details of the requirement known to the Registrar in writing.4.4 Re-admission All applications for re-admission will be treated as new applications.4.5 Administration The school office is responsible for all administrative tasks associated with enrolments.4.6 Annual enrolment interview timing Except for Years K, 7 and 11, new applications will only begin to be processed when a vacancy exists or is anticipated in the near future.


School Policies

ENROLMENT POLICY - Other matters (Continued)4.7 Withdrawals Notice must be given, in writing, to the Principal one term in advance. Failure to do so will render parents liable for one term’s fees in lieu of notice. All families who withdraw children without the required notice are to be invoiced automatically for up to one term’s fees. For Year 6 students who are not continuing to Year 7 at SGCS, two terms’ written notice to the Principal is required. Any requests for exemption from this policy will be considered by the Principal on application.4.8 Enrolment of children of Staff members Members of staff will incur the cost of the capital levy but will be exempt from payment of the bond. Notwithstanding exemption from the bond, at least one term’s notice in writing of withdrawal of a student must be given to the Principal.

5. Fees5.1 Application FeesThe application fee (per family) is to be paid prior to the application being processed. If an application does not result in an offer of enrolment by the school, the fee will not be refunded. The application is not refundable regardless of whether an offer of enrolment is made or not made.5.2 Enrolment BondA bond (per student) is to be paid, on offer of enrolment for the first four siblings in any family. The Enrolment Bond is equivalent to a term’s fees at the time of enrolment. The bond will be refundable on application when the child leaves the school, provided all fee obligations have been met and the required withdrawal notification given. 5.3 Capital LevyA Capital Levy payment is required on offer of enrolment by each family. The Capital Levy is a non-refundable contribution to the school’s Building Development Program.5.4 Tuition FeesThe fee schedule is revised annually and applies to all students. Tuition fees are set so as to include the bulk purchase by the school of all books, stationery and essential equipment for K-6 students and of textbooks for 7-12 students. Most excursions are incorporated in the fees. Biannual school camps from Years 3-12 are charged to fee invoices on a cost to school basis. Fees are invoiced and are payable at the start of each term unless prior alternative arrangements have been approved.5.5 BursariesThe school has established procedures for granting tuition fee reductions for families in financial need. Such a reduction involves the award of a Bursary for one or more children in the family.The bursary application is made to the Business Manager on a form available from the school office. 5.6 ScholarshipsThe school offers academic and music scholarships for entry to Year 7 and Year 11. The scholarships provide a tuition fee reduction of up to the equivalent of one school fee for that year.

The scholarships are awarded on the basis of academic or musical achievement which may be determined by performance in a scholarship or music examination. This performance must be supported by a record of outstanding achievement in both internal and external tests and a consistent positive attitude.

The Year 7 scholarships are normally held for four years and the Year 11 scholarships for two years.


School Policies

6 Full Fee-Paying Overseas Students (FFPOS) 6.1 ApplicationsApplications for FFPOS will normally be considered only for Years 3 to 12 with an expectation that new enrolments will not usually be accepted for Year 12.Applicants for Years 3 - 6 will only be considered when the child is living with and cared for by a member of their immediate family.FFPOS will only be considered after vacancies have been filled by suitable resident Australians.6.2 Criteria for AcceptanceApplicants are to be: • no more than two years older than the average age of the class• of at least average academic ability• the general application processes apply6.3 English FluencyEnrolled students must attend extra courses in English until their language skills are deemed by the school to be adequate. These courses must be run by an authority approved by the school.6.4 FeesOverseas students are charged the current FFPOS application fee, which is not refundable.Upon a position being offered the student is required to make a non-refundable deposit of $1000 and pay the remainder of the year’s fees on or by 1 November of the year preceding enrolment. Where the student’s application is successful after 1 November, the full year’s fees are to be paid within two weeks. No overseas student position will be held open unless fees are paid in advance.Students enrolling part way through the term pay the whole of that term’s fees.The following year’s fees must be paid in full by the end of October of each year. Those students will be billed at the same time as resident students for Term 4, therefore no bond will be held.

If a student pays the full year’s fees before 1 June in the year preceding enrolment, they will be charged at the current year’s rates.The fee will include all tuition, loan of texts and provision of a new school uniform and attendance at school camps. It does not include cost of attending major excursions when these costs are borne by individual families.6.5 Annual ReviewOverseas students are to have an annual review based on effort, achievement, conduct and attendance. This review will be carried out by the Overseas Student Liaison officer in consultation with the Head of Senior School. If possible this review will be concluded by the end of Term 3 and a report made to the Principal who will determine enrolment status for the following year. 6.6 ResponsibilitiesEach student is responsible for arranging his or her own accommodation but this must be satisfactory to the school.6.7 WithdrawalAt least one year’s notice of termination of enrolment is to be given. Failure to do so renders the parents liable to one term’s fees.

7 Continuing EnrolmentIssues that would cause the school to consider discontinuation of enrolment include:

• Serious breaches of school rules; and• Failure to honour fee obligations.


School Policies

Following are summaries of other school policies. A full text of all the policies can be obtained by contacting the School Office.

STAFF POLICYThis policy was implemented in June 2000 and was last up-dated in April 2013.

All staff must:

(a) Be Christians who signify in writing their acceptance, without reservation, of the Confession of Faith of the school (see Appendix 1); (b) Have appropriate professional qualifications for the position; (c) Be appropriately skilled and experienced for the position; (d) Be prepared to attend such courses, seminars or training in further professional studies, or in biblical perspectives on education, as the Principal shall recommend; (e) Be regularly involved in a Christian church; (f) Be committed to the ethos of a Christian school; (g) Not be a ‘prohibited person’ (as defined by the NSW Commission for Children and Young People Act 1998 and the Child Protection (Prohibited Employment) Act 1998

The appointment of staff is a responsibility of the Principal. In this the Principal is assisted by a panel including Board member and one or more other appropriate members of senior staff.

The Staff Code of Conduct is outlined in the school’s Child Protection Policy.

COMMUNICATION POLICY (INCLUDING GRIEVANCE PROCEDURES)The School’s grievance resolution policies are contained within the School’s Communication Policy (EL #2n and 3n). The policy was reviewed in 2012.

In response to this broad governance policy, the following understandings and processes serve the SGCS community:

Within any school community there will be differences in expectations, opinions, understandings and values.

The principles that undergird our processes are outlined in the Bible’s book of Matthew Ch18 v15ff where the desirability of dealing with personal resolution of issues in the first instance is indicated:

• Matters can be raised and discussed directly with the persons involved eg class teacher, Year Adviser etc• If resolution is not reached at this level concerns are then able to be referred to the Head

of the respective Department, the Principal (or in his absence, the Acting Principal).• Use of the formal Concerns/Ideas and Suggestions Form available from the school office• This form provides for the direct oversight of the matter by the Principal and with a

guaranteed response within 14 days of receipt of the form• Matters of concern are raised with classroom teachers, Subject Coordinators, Heads of

Departments, Business Manger or Principal according to the nature of the matter• If there is lack of resolution and the complainant wishes to pursue the matter further it is

referred to the school Board for resolution• This procedure is also followed by staff, except where the staff member has a grievance

against the Principal, in which case the assistance of a Head of School is engaged to bring the matter to satisfactory resolution.


School Policies

COMMUNICATION POLICY (INCLUDING GRIEVANCE PROCEDURES) (Continued)• These procedures are referred to in: o Enrolment interviews o Parent interviews o Family Handbook o Orientation Booklets o School newsletter o Staff handbooks o Staff training meetings

STUDENT WELFARE POLICIES Policy Statement Health and Welfare of students is given the highest priority through the policies summarised below:

DISCIPLINE POLICY

The School has had a Discipline Policy since its inception and this was up-dated in 2013.

The Senior School discipline system is based on the PBS (Positive Behaviour System). Middle School implemented the “Middle School Behaviour Management Statement” for Years 6-8 in July 2008 and reviewed it in 2013. The Primary Department Behavioural Expectations and Playground Procedure for Years K-6 was implemented in February 1999; this was updated in 2008 and renamed “Behaviour Management Statement Kindergarten – Year 5” and reviewed again in 2013.

Discipline in St George Christian School involves training as well as consequences. Training and instruction educates and informs the students about their social and personal behaviour and their impact on others. Consequences ideally relate to the implications that come from student behaviour. Under no circumstances is corporal punishment allowed.

The Biblical principle here is “Training the way a child should go” Proverbs 22:6, Ephesians 6:4 and involves:

• Instruction with positive expectation and role modelling• Developing consideration for others by learning to work together• Developing respect by learning to work separately• Developing a sense of security by learning to work within a structure• Authority and its acceptance• Obedience• Measures that redirect the student toward positive behaviour.

The Whole School Discipline Policy, the Behaviour Management and Affirmation Program (BMAP) (Senior) and the Behaviour Management Statements for both Middle School and Kindergarten – Year 5 provide clear guidelines in regard to this.

Minor problems Correction of minor problems to be handled by teacher within the classroom by a) non-verbal messageb) verbal messagec) moving child temporarilyd) take child to a quiet spot and confere) send him/her to a “cool off” spotf) in K-6 seek the assistance of stage coordinator


School Policies

Major problemsCorrection of major problems will be initially by the teacher, then by teacher witha) Head of Department and/or Director of Student Welfare b) if deemed necessary, the Principalc) if deemed necessary, the Principal will involve parents and the school counselor

In the assessment of matters of discipline, procedural fairness is adhered to by:• Informing the person against whom an allegation has been made:

o the allegations related to a specific matter and any other information which will be taken into account in considering the matter, ando the process by which the matter will be considered;

• Listening to their response;• Providing information regarding review of the decision;• Ensuring school community members have the right to

o impartiality in an investigation and decision-makingo an absence of bias by a decision maker.

Formal school consequences that may apply can include Detentions (lunch and after school), and Suspensions (in and out of school). These are administered under the direction of the Head of Department or Principal. More than two suspensions raises the issue of whether the student’s enrolment at the school is in the best interests of the student’s education and the school community’s welfare. The Principal may expel a student, in consultation with the student’s parent/guardian and other relevant staff for the good of the student and the general school community.

In line with school Grievance Policy, matters determined by the Principal may be reviewed by the School Board.

ANTI BULLYING POLICYThe School’s anti-bullying policies and practices were reviewed in 2008, 2013 and 2014. A well researched and consistently implemented approach serves to minimise bullying behavior, to ensure our students growth in mature, considerate and respectful relationships.

Bullying is a pattern of behaviour by one person or group towards another which is designed to hurt, injure, embarrass, upset, or discomfort that person (ie it is repeated, targeted and intentional).

It can be:

• Physical (hurting a person or damaging their property)• Social (deliberate exclusion from activities and knowledge or the setting up of humiliating experiences)• Verbal (name calling or the use of put-down comments or insults)

It is still bullying behavior whether or not it is actually carried out or in the form of a threat.

These forms of bullying can happen face to face or via technology (cyber bullying).

All forms of bullying have an emotional effect on the targeted (bullied) person. A bullied person might not be bullied every day, but they are worried about being bullied every day, because they expect that the bullying will happen again.

There are three types of people in a bullying scenario:

• The bully (including those who go along with the bullying)• The bullied (the targeted person or group)• Bystanders (those who witness or know about the bullying)


School Policies

St George Christian School does not tolerate bullying or harassment. The School seeks to works as a whole community (students, staff and families) to promote and create a culture, which recognises and does not tolerate bullying behaviour.

The School seeks to work with all the people involved in the bullying scenario (bully, bullied, bystanders) to adopt more positive, respectful and assertive behaviours. We treat bullying primarily as a social issue, and use a variety of methods to address inappropriate, dominating, controlling and antisocial behaviour:

Education: Specialist “Life Skills” and PDH (Personal Development and Health) teachers work alongside classroom teachers to give students understanding and skills to build strong relationships with their peers.

All of our teaching is underpinned by our belief that each person is created in the image of God and is valuable and worthy of respect.

The Bible teaches us how to have loving and respectful relationships.

The Bible teaches us about the importance of forgiveness, dealing with anger appropriately, and treating others without contempt.

We are proactive in teaching students how to have positive, respectful relationships.We actively teach students to recognise and avoid bullying behaviours.

“Bullies” are taught how to make friends and earn respect by being kind and respectful rather than by dominating and controlling.

“Bullied” are taught how to be assertive, resilient and seek support.

“Bystanders” are taught not to turn a blind eye to bullying. They are taught to become “upstanders” who report inappropriate behaviour, support the “bullied” and use their influence to give a strong message that bullying is not acceptable.

Social Skills:Skills in assertive, respectful communication are taught in the classroom and in small groups. School counsellors, student welfare teachers and specialist educators work with students to teach and support them in the use of talking, listening, negotiation and conflict resolution skills.

Mediation:Students who are having difficulty relating to each other positively and assertively are supported by staff members who act as mediators to clear up misunderstanding and establish a respectful basis for the relationship. This fosters empathy between students, which is a crucial factor in moving towards an equal and respectful relationship.Restorative Practices:Restorative practices are designed to restore damaged relationships between individuals or groups. They require that the ‘offender’ acknowledges wrongdoing and the harm he or she has caused, and then acts restoratively, eg., through an apology and compensatory action.

Method of Shared Concern:This approach invites the bully to be part of the solution in improving the experience and wellbeing of a student who has been bullied. The bully is asked to share the teacher’s or counsellor’s expressed concern for the victim and accept some of the responsibility for the distress that has been reported. The bully is shown respect as a person and not interrogated as a criminal and severely blamed. The role of the teacher is largely to elicit suggestions and concrete proposals from the bully that will help the situation.


School Policies

Consequences:Despite counselling and efforts to encourage the bully to feel concerned for the victim and undertake responsible action to improve relationships, the problem may still remain unsolved - and the victim needs protecting. Serious talks with the bully and his or her parents will then be necessary, non-physical sanctions may be imposed, and in the most serious cases, suspension, exclusion or expulsion may be justified.

Staff TrainingStaff are trained to recognise and deal with bullying. Many staff have been trained by Professor Ken Rigby in the Method of Shared Concern. Specialist PDH and student welfare teachers also work with generalist and subject teachers to skill and support them. The School aims to have a united and consistent approach to bullying across all departments.

Parent/Community Education (Strong Hearts Strong Minds):The School has developed a number of workshops to support parents and to promote a high level of compatibility between home and school. We seek, wherever possible, to work together with families in the interest of the child. Strong Hearts Strong Minds is the parent education program offered by St George Christian School.

Sticks and Stones (How to Bully Proof Your Child) is a workshop for parents and carers to learn how to teach and support their children in adopting behaviours and attitudes that will protect them from bullying. These assertive behaviours help children not just to avoid being bullied, but also to avoid becoming a bully.

Other workshops which promote student wellbeing and contribute to a positive culture in the School include: Emotional Wellbeing (Helping Children Manage Their Emotions), Survive and Thrive (Building Resilience in Your Child), No Worries (Helping Children Overcome Their Fears) and Spare the Rod (Strategies for the Respectful Discipline of Children). For more information refer to:Bullying Interventions: Six Basic Methods, Professor Ken Rigby, 2010,Camberwell: ACER. The Bully, the Bullied, and the Bystander, Barbara Coloroso, 2004, Harper Resource. CHILD PROTECTION POLICYThis policy was instituted in March 2002 and was last updated in February 2010 to incorporate amendments arising from the Children Legislation Amendment (Wood Inquiry Recommendations) Act 2009, and again in March 2013. This policy is designed to• Provide a framework and rationale for Child Protection policies and practices within the

school.• Identify potential behaviours by which the rights of children may be violated• Prescribe unacceptable behaviours that might occur in the life of the school which have

the potential to violate the rights of children.• Prescribe specific actions/practices that the school adopts to ensure that children

know what is unacceptable behaviour.• Detail procedures that need to be followed in the event that a member of staff becomes

aware of, or suspects, a violation of the rights of a child.• Outline the St George Christian School Staff Code of Conduct.

All staff have been given a copy of the Policy and are specifically reminded of its contents and their responsibilities in this area on an annual basis in whole school staff meetings.


School Policies


LEARNING SUPPORT POLICYThe School’s Learning Support Statements were developed in June 2000 and updated in May 2003 and July 2008. These were further reviewed and renamed the SGCS Learning Support Policy in April 2013.

The School affirms that:a. people with disabilities have the same fundamental rights, freedoms and responsibilities as other people of the same age who do not have a disability; andb. all children and students have a right to the most appropriate educational programs available within the school’s means to meet their individual needs.c. it is the school’s responsibility to provide a safe, caring environment where the strengths of each individual child are nurtured and developed to bring honour to God and help to the community and the Body of Christ.d. the school seeks to ensure that all students are given opportunities to learn skills that will enable them to be useful members of the community.

The School provides extra assistance to students where learning difficulties may affect the learning process.

SECURITY

CRITICAL INCIDENT POLICYThe School is committed to assisting students who are traumatized through death or serious injury of someone close, injury or emotional and physical stress and trauma.The School will:• Seek to guarantee all students’ safety during a traumatic situation.• Encourage students to work though the incident in a way, which will help them to grow

emotionally and spiritually.• Will maintain close contact with parents or caregivers during the crisis.• Be committed to ongoing support after the crisis

The School’s Critical Incident Management Guide was reviewed in 2013 and includes Emergency Evacuation Procedures and Emergency Lockdown Procedures for both the Hurstville and Sans Souci Campus.

EVACUATION POLICYThe School has an Evacuation Policy, which is updated and rehearsed annually.

LOCKDOWN POLICYThe School has a Lockdown Policy, which is updated and rehearsed annually.

School Improvement Targets

There is every reason to believe that God intends to continue and expand

His entrustment of responsibility to our

School.

Bruce Meller Chairman

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School Determined Improvement Targets Completed in 2013

1. Teaching, Learning and Professional Development

• Grammar Professional Development project with the University of Wollongong during Term 1, 2013 for Years 3-8.

• Focused support for Professional Development for Faculty Coordinators and Heads of Departments in introducing the Australian Curriculum.

• Heads of Departments attended conference for school leaders on Staff Professional Learning.

• Successful completion of the five-yearly NSW Board of Studies Registration and • Accreditation inspection in Term 2. This resulted in renewal of the School’s Registration and

Accreditation.• Development and consultation process for the School’s strategy for the SGCS Teacher

Professional Learning Program.• Director of Professional Learning appointed to Mrs Donsworth following extensive

interviewing of applicants.• Heads of Departments, Head of Student Welfare and Coordinators participated in a 4 day

Coaching Skills course to support implementation of Professional Learning Program. • Mrs Barnes was appointed Head of K-5, after extensive interviewing.• Upon her retirement, Mrs Powys was lovingly farewelled by the School community and

commended for her commitment to the children, parents and staff of the School.• Students reached regional finals for Tournament of the Minds and excelled in their Jump

Rope and Robotics activities, as set out above.

2. Administrative Operations

• Expanded use of Sentral database for student tracking.• Senior Student electronic sign in/sign off (Sentral database).• SMS system established for student absences in Middle School and Senior School.

3. Community

• Commenced Coffee and Conversation mornings at Cafe12 for Junior School parents. This weekly activity was extended to all parents in February 2014. These mornings facilitate parent relationships, engagement and community building. It also includes a Q&A session with executive staff.

• Facilitated parent initiated social and community building activities involving Year 7 families.

• Continued to establish the Strong Hearts Strong Minds program. • Continued to strengthen relationship with Kogarah City Council with invitation to the

Mayor to Open day ,and engaging in the Council’s Heritage building grants program• Annual Year 10 art exhibition as part of the Kogarah City Council’s Community Art Space

program• Successful application of the heritage grant for the restoration of the foundation stone of

the Chapel.• Kogarah Council Mayor’s grant of $3,000.00 to construct a vertical garden.• Raised the public profile of the School through the local paper. Feature articles

quadrupled in 2013 from 2008-2010. • Introduction of an online Latest News feature at our School web site to promote School

activities. • Improved visual landscape of the School with new signage at the Hurstville and Infants

campus.



School Determined Improvement Targets Completed in 2013 (continued)

4. Student Welfare

• New position established: Director Student Welfare (Senior School).• Introduced Create Co-op (Girls in Years 6 and 7).• Secret Girls Business project commenced (Girls in Year 8).

5. Facilities and Major Equipment

• Finalised ongoing lease arrangements with Sans Souci.• Laying of restored foundation stone on wall of the Chapel.• Acquisition of laser engraving machine (Technologies Faculty).• Acquisition of grand piano for Hall (Music Faculty).

School Determined Improvement Targets for 2014

Goals

1. Teaching, Learning and Professional Development

• Implementation of the Australian Curriculum, Years K-10.• Continuing the development of the School’s approach to Professional Learning including

leadership coaching for teachers at coordinator level and a pilot group of identified expert teachers for instructional coaching.

• Alignment of Professional Learning goals with standards set out by National Teachers Standards.

• Engage CSA Consultant on implementation of Professional Learning Model, in conjunction with National Standards.

• Continuing the distinctive features of Infants and Junior Schools which reflect the developmental stages of students’ learning, spiritual and social needs.

• Integration of K-5 so that learning needs of students are woven more deliberately in terms of teaching philosophy, curriculum, pedagogy and organization.

2. Administrative Operations

• Move to new version of SchoolPRO, our database software.• Improve our IT disaster recovery system.• Review our Enrolment Policy and Staff Policy.

3. Community

• Extend ‘Coffee and Conversation’ parent meetings to whole School.• Further develop Parent Involvement Program K-5 overseen by designated staff.• Continue to raise profile of SGCS in the local and wider community.• Continued enhancement and development of the SGCS web site.• Expand the Strong Hearts Strong Minds parent education program.• Further development of the relationship with SGCS’s sister school in Ban Ban, Vanuatu.• Investigate potential Alumni program.



School Determined Improvement Targets for 2014 (continued)

4. Student Welfare

Infants and Junior School • Review Discipline procedures in each Department (Infants and Junior School).• Review of Infants and Junior School dismissal and after school procedures.• Implementation of changes arising from these reviews.• Extending lunch order service offered by Café 12 on Main Campus to Infants Campus.

Middle School

• ASPECT supporting Year 7 students with a ‘Sixth Sense’ presentation to grow their awareness of students with special needs.

• Boys Prayer group meeting weekly.• Year 7 Create Co-op - a craft group focused on promoting conversation amongst Year 7

girls on their identity and involving Year 11 girls who are building relationships and having conversations.

Senior School

• Review of after-school supervision of students in Senior School.• Survey Year 12 students annually in relation to their school experience, examination

periods and timetables, to inform ongoing practices.• Invite formal and informal feedback from students to staff in teaching and welfare roles.• Raise the profile of the SRC with a major fundraiser and awareness campaign for ‘Beyond

Blue’.

5. Facilities

• Explore development site options and location for Infants and Junior Schools.• Determine building renewal development strategy for Infants and Junior Schools.• Infants: refresh/paint Administration block (internally).• Safety audit of trees on both campuses.• Repaint Main Reception and Offices (internally)• Appropriately furnish teacher professional learning areas.• Rebuild boundary wall to Woids Avenue.• Property acquisition consistent with SGCS Board Strategic Plans.


Financial Information

Our dedicated staff work tirelessly to ensure that the

stewardship entrusted to them is used wisely for the benefit of the school

community.

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Financial Information


GovernmentGrants andSubsidies

From the Principal

James Honor B.Ed., Dip.Counselling,

M.A.C.E.Principal

St George Christian School70 Bellevue Parade

Hurstville NSW 2220

Phone: 9547-2311Fax: 9547-2867

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Appendix 1

ST GEORGE CHRISTIAN SCHOOLSTATEMENT OF FAITH

1. The unity of the Father, of the Son and of the Holy Spirit in the Godhead.

2. The Sovereignty of God in creation, providence, revelation, redemption and final judgment.

3. The divine and entire trustworthiness of Holy Scripture and its supreme authority in all matters of faith and conduct.

4. The sinfulness and guilt of all men since the fall rendering them subject to God’s wrath and condemnation.

5. Redemption from the guilt penalty and power of sin solely through the sacrificial death of our representative and substitute, Jesus, the Incarnate Son of God.

6. The bodily resurrection of the Lord Jesus Christ from the dead and His ascension to the right hand of God the Father.

7. The necessity of the work of the Holy Spirit to make the death of Christ effective to the individual sinner granting his repentance towards God and faith in our Lord Jesus Christ.

8. The justification of the sinner by the grace of God through faith in Christ alone.

9. The indwelling and work of the Holy Spirit in the believer.

10. The one holy, universal church which is the body of Christ and to which all true believers belong.

11. The expectation of the personal return of the Lord Jesus Christ.


ST GEORGE CHRISTIAN SCHOOL

M A T U

RE

IN

GO

D

We welcome all enquiries regarding our School.

For our complete story visit the websitesgcs.com.au

To arrange a personal tour of our School pleasecontact our Registrar Mrs Angella Sawarde. [email protected] p. 02 9547 2311

Hurstville Campus70 Bellevue Pararde Hurstville

Sans Souci CampusCnr Rocky Point Road & Hillview Street Sans Souci

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