Annual School Report 2012 - marian college

MARIAN COLLEGE 

SUNSHINE WEST 

Registered School Number: 1634 

A Brigidine Catholic Secondary School for Girls 

Annual Report 2012 

A Community growing in Faith & Love • Serving Others • Striving to Achieve • Thinking for the Future

Marian College Annual Report 2012 

College 

Contact 

Information 

Address: 

196 Glengala Road, Sunshine West, 3020 

Co-Principals: 

Ms. Rita Grima 

Mr. Raymond Pisani 

Church Authority: 

Brigidine Congregation 

Telephone: 

(03) 9363 1711 

Email: 

principal@mariansw.catholic.edu.au 

Website: 

www.mariansw.catholic.edu.au 

Registered School Number: 1634 

A Community growing in Faith & Love • Serving Others • Striving to Achieve • Thinking for the Future 

2


Vision and 

Mission 

At Marian we take seriously our responsibility to provide 

the best learning environment for our students. This is best 

exemplified through our Vision Statement: 

Marian College: 

A Community growing in Faith and Love 

• Serving Others 

• Striving to Achieve 

• Thinking for the Future 

Our Mission statement also calls us to be true to our traditions, culture and future. 

Mission Statement: 

As our Community faithfully continues the journey of the Brigidine Sisters, immersed in the teachings of 

the Gospels and living the core values with strength and kindness, Marian College will: 

• Establish an environment that capitalises on our natural tendency for learning and use exemplary teaching practice 

so that all students can learn effectively and with a sense of purpose. 

• Respect and promote the uniqueness of each individual and provide opportunities for all to navigate their own path 

in life, realise their potential, and contribute to the growth of the community. 

• Celebrate effort and excellence, both personal and communal, in order to enhance the capacity for growth and 

learning. 

• Assert that justice requires a radical discomfort about the suffering of others and work to be an agent for change. 

• As a custodian of our Earth, confirm our faith in the future through careful stewardship that models and promotes 

a responsible and restrained use of resources. 

• Acknowledge our strengths and our common humanity by celebrating diversity. 

All our actions and activities over 2012 are evaluated through our Vision and Mission Statements. 

Moreover, all developments and changes are reflected in the Brigidine Core Values. All members of our 

school community have a responsibility to uphold the traditions on which this College has been established 

and the Core Values measure the integrity of all developments at Marian. The Brigidine tradition places 

great emphasis on protecting and valuing the dignity of each individual and hence, at Marian, we have 

the same outlook. We are here to serve the needs of all students in the most comprehensive and all 

inclusive manner. 


3


College 

Overview 

Our History 

Marian is a Catholic secondary school that has been providing 

education for girls in Year 7 to Year 12 since 1957. Our school is 

a congregational College under the stewardship of the Brigidine 

Sisters and a place where faith is proclaimed and celebrated. 

Our school motto, ‘Strength and Kindness,’ challenges students 

to show qualities of perseverance and energy, whilst at the same 

time, acting with gentleness. 

Marian College is a multi-cultural community that celebrates the strength which comes from diversity. The 

Brigidine Core Values, based on the gospel teachings of Jesus, inform our work in all areas of school life. 

All of our programs are provided within a very affordable fee structure, which is kept deliberately low to 

ensure families wishing to access a high quality, Catholic Education are able to do so within their local 

community. The College has embarked on a building program in keeping with a visionary master plan that 

provides for new or refurbished learning and teaching facilities well into the future. 

Curriculum 

The comprehensive curriculum offered from Years 7 

– 10 provides students with a broad knowledge base. 

In addition to literacy and numeracy programs the 

curriculum includes an instrumental music program for 

all Year 7 students, Year level camps for all students in 

Year 7 & 9 and a broad-ranging elective program in Years 

9 & 10. Comprehensive options at the Senior School 

allow students to develop individualised VCE, VET and 

VCAL programs. The College has a strong commitment 

to digital technologies. From 2013 all students in Years 

7 – 12 will have a notebook laptop for their personal use 

and wide-spread access to technology is available across 

the school for all students. 

Co-Curricular 

An extensive co-curricular program offers choice for 

students to extend their learning in a variety of areas. 

Sport, Performing and Visual Arts programs sit alongside 

Social Justice programs, debating and public speaking 

teams, Science Club and LOTE Club. Students are 

encouraged to broaden their learning horizon through 

active participation in the Co-Curricular program. 

Healthy Bodies 

The development of an extensive Outdoor and Environmental Education Program at Years 10, 11 and 12 is 

supported by core Health and Physical Education classes in Years 7 to 10. The camping experience offered 

at Year 7 and Year 9 encourages young women to participate in a range of unfamiliar and challenging 

activities. Intra- and Inter-school sporting activities are a highlight of the sporting program. 

Community Engagement 

Students at Marian College are encouraged to contribute to community development within the school 

and in the broader community. Social Justice Groups are active and mirror the commitment to social 

action characteristic of the Brigidine Sisters. Students participate in nursing home visits, contribute to home 

work clubs and volunteer their time with soup vans. Student leaders contribute their voices to shaping the 

development of the College. 

Student Wellbeing 

Pastoral Care is the responsibility of each member of the school community. Students participate in a 

formal Pastoral Care program addressing the particular needs of the cohort and the year level. Strong 

transition processes support students new to the College at all year levels. A Peer Support program for 

Year 7 students builds connections with older students and is an opportunity for leadership development. 

Built on the Restorative Justice model, processes for student behaviour management provide for effective 

learning environments and focus on building positive relationships. 


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Co-Principal’s 

Report 

“You are the light of the world” – this was the theme, 

and the challenge, that was the focus point of our year, 

2012. There are many references to light in this context 

throughout the Old and New Testaments in the Bible. 

Some of these excerpts follow: 

Throughout 2012 members of the Marian College 

community accepted this invitation and have been 

the light of the world, in many cases, probably 

not realising the ways in which they were bringing 

the Gospel and Brigidine values to life and hence 

transforming the lives of those around them. 

A quick review of the school newsletters across 2012 

revealed several key themes: 

Matthew 5:14 “You are like light for the whole world. A city 

built on a hill cannot be hidden.” 

John 8:12 “I am the light of the world. Whoever follows me 

will have the light of life and will never walk in darkness.” 

Isaiah 49:6 “The Lord said to me ‘I will also make you a 

light to the nations – so that all the world may be saved’.” 

Acts 13:47 “I have made you a light for the nations, so that 

all the world may be saved.” 

What does it mean to be a light for the world? And 

what a responsibility it is to take on the saving of the 

world! The reference to light, as interpreted by biblical 

scholars, refers to God choosing to illuminate the 

minds of people, as the sun and moon enlighten the 

world. The disciples were those people on the Earth 

chosen to carry the spiritual light, spreading the light 

of the Gospel to the world, which was in darkness and 

ignorance, not having heard the words of Christ. 

So in our modern context we become light for the 

world by sharing and spreading the word of Christ 

in our world. This is not to be interpreted as simply 

reading and sharing the Gospels, although it’s a great 

place to start. It does mean however, taking seriously 

Christ’s challenge to us and living this out daily in our 

lives, especially in relationship with others. We become 

the light of the world, the beacon on the hill, the 

bearers of the message through what we say, how we 

act and who we are to the other. 

Encapsulated in this jumble of words is a spirit 

of participation, enthusiasm and generosity that 

characterises the Marian Community. And in that 

spirit is where we see the light for the world shining 

through. In the many small and myriad actions of 

individuals and groups we see teachers and students 

revealing the face of Christ to one another. 

Marian College is a place where students’ heads, 

hearts, hands and their entire way of being is engaged 

in the transformative work of realising God’s reign 

here on Earth. While we may not always name and 

recognise that this is what we are doing, the results of 

2012 are a testament of our commitment to a vision of 

education that reflects the love, generosity and justice 

of the Gospels – our light to the world. 

In the Principal’s Address at the Opening School 

Mass this was the invitation extended to the school 

community: 

So two incredibly wise men (Socrates and Jesus) who changed 

the course of history in their own ways have invited us to be 

the light of the world – perhaps what we can all do is to find 

at least one way that we can bring light to the lives of others 

– a friendly word, a welcoming smile, acknowledging the 

good that someone has done, contributing to something that is 

not all about me – you will think of many more. This is our 

mission as people of Faith to heed the call to live our lives to 

make a difference to the other. 

Raymond Pisani and Rita Grima - Co-Principals 


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Church 

Authority 

Marian College is conducted by the Brigidine Sisters who have responsibility for seven Catholic secondary 

colleges. As the authority in civil and canon law for Marian College, the Brigidine Sisters are active in 

the sponsorship and governance of the school. The Brigidine Sisters hold reserve powers that include 

appointment of Principals, a need for schools to seek approval for capital borrowings and a requirement 

for approval for significant change in educational direction. Such responsibilities are exercised through 

the promotion of a series of core values which state: 

In Brigidine Education we will: 

Be faithful 

to our Catholic heritage 

Welcome 

all people, especially the most vulnerable 

Celebrate 

all that is good with joy and gratitude 

Engender 

a love of learning, hope and 

a sense of purpose 

Image and practise 

justice and service 

This statement of core values informs policies and guidelines that are developed across each of the seven 

Brigidine secondary colleges. In addition, the Brigidine Sisters promote a strong sense of networking 

between their schools through such means as the provision of professional development opportunities for 

staff, through regular meetings of their Principals and through active involvement in local Stewardship 

Councils. 

Brigidine schools are student focused. The Sisters are proud of the quality of teaching and learning 

programs in each of their schools, the focus that exists on student and staff wellbeing, and the careful 

stewarding of physical and financial resources that have been built up over many years. 


6


Stewardship 

Council 

The Marian Stewardship Council continues to review and 

reflect on the life of Marian College so that the College can 

remain strong in providing quality education for all students. 

Soundly led by Ray Pisani and Rita Grima, Marian is enriched 

by a very dedicated and inspirational team who actively work 

to engage the students in valuable learning experiences. Once 

again I sincerely thank Rita and Ray for their enthusiasm, 

excellent leadership and their unique commitment to the 

Marian Community. 

The School Annual Action Plan (AAP) developed by staff, provided the Stewardship Council with 

detailed information about the directions of the school for 2012. Over a number of meetings we were 

privileged to hear from a variety of staff about their work in implementing this year’s plan. 

• Education in Faith 

Discussion and input lead by Dianne Reynolds and Daniel Mogg 

• Providing for Student Needs 

Discussion and input lead by Alison Roberts 

• Leadership: Performance and Development Culture 

Discussion and input lead by Donna Rampova 

All of these key discussions allowed us an opportunity to hear about what was happening at Marian but 

also provided us opportunity, as critical friends, to contribute ideas and raise questions about the Catholic 

ethos and Brigidine traditions that underpin our school. 

Our contributions to the management of school resources is achieved through our work at the committee 

level where the Resources team (Michael Baddeley, Leanne Di Stefano, Yolanda Palacios, Alison Roberts, 

Rita, Ray and myself) meet regularly to discuss and monitor the school budget and facilities development. 

This year the whole Stewardship Council were involved in a presentation of the School Master Plan by 

MINX Architects. The implementation of these designs over the coming years will provide outstanding 

facilities for the education of our girls. 

A key discussion during the year focused on the review of 2011 VCE Results. The success of all students 

was particularly evident in the data that was presented. It was obvious that much work had gone into 

identifying student needs and strengths so that their future directions were well planned for. 

In the final term for 2012 we continued to explore aspects of school life that lead to the enrichment of all 

that happens at Marian. Marian is a unique school and proudly provides a distinctive education for all 

students. Congratulations to all members of the Marian community on another fine year together. 

Annette Broadfoot 

Chairperson Stewardship Council 


7


Education 

in Faith 

Theme for 2012 

We are all called to live lives modeled on the values of love, 

justice, compassion and service; in doing so we bring about 

God’s reign, in the here and now, on earth. The theme in 

2012, ‘You are the Light of the World’, reminds us that we are 

called to be followers of Christ in our relationships with each 

other and the entire created world. The Brigidine value that we 

emphasised over the year was ‘Celebrate all that is good with 

joy and gratitude.’ This was chosen because the Catholic Church celebrated fifty years since the beginning 

of Vatican II and their theme ‘Open the doors and let the Light in’. 

Liturgies 

The liturgies over 2012 have focused on our mission to be Christ like in all that we do. We are challenged 

to be inclusive in our relationships with those in our community and beyond. Over the year we have had 

two whole school Masses. The opening of the school year Mass was celebrated by our school chaplain, Fr 

Mauel Sunez. The reading were taken from the Gospel of Mark; the calling of the Disciples. Fr Manuel, 

in his homily, spoke about what is to be a disciple and the challenge that we are called to. The other whole 

school mass was Brigidine Day, celebrated by Fr Barry Hughes. The theme was “You are the light of the 

World” and the readings focused on our mission. We were grateful to Tom Purcell for the reflection on the 

readings, where he spoke about his understanding of Corinthians 7:29-31, ‘the world as we know it will 

pass away’ giving rise to a new world where there will be justice for all. This reading linked to the Gospel 

reading the ‘Call of the disciples’, by which we are challenged to work with others to bring about change. 

During Lent, at the whole school Assembly we enacted John’s account of the foot-washing. The Co- 

Principals washed the feet of the SRCs and two staff members as an act of service. Within Religious 

Education classes students had the opportunity to reflect on Lenten themes with prepared liturgies in the 

Prayer Room. Throughout the year we had level Masses for students, where they have selected Scripture 

readings and written prayers of Intercession and representatives from the level have read. 

Reflection Days 

The Senior Reflection Days gave students and mentor teachers an opportunity to build relationship within 

mentor groups. For the first time we had an overnight stay for our year 12 students in which they further 

developed their understanding of themselves through a hands on activity with photos of themselves and 

significant events in their lives. The two days concluded with a memorable liturgy entitled ‘you raise me 

up.’ 

Our year 7 students’ Reflection Day was all about transition from many different primary schools to a 

combined group at Marian College. The year 7 area was decorated with reminders of the day, with their 

hopes and goals and a photo of themselves attached to a large tree, taking up much of the wall around the 

stair well. Year 8 students celebrated their Reflection Day in August and the theme focused on friendship 

and extending it beyond themselves. Sr Martin Jones was a guest speaker and told stories of her life as a 

Brigidine and how her vocation has supported her in befriending many people, especially those in most 

need of friendship, the refugees. The Year 9 students’ theme was ‘Paying it Forward’, where the day focused 

on raising awareness of other’s needs. Students listened to speakers and then organised activities that 

enabled them to do some good for families and others outside of those they usually associated with. Year 

10 students’ Reflection Day was an extension of what they have been learning in the Religious Education 

classes on Catholic Social Teaching. They went to Werribee Mansion for the day. Within each of the 

Reflection Days students have time to reflect on their spirituality and have opportunities for prayer and 

reflection in a liturgy. 


8


Education 

in Faith 

(continued) 

The staff Reflection Day, held in May, was facilitated by Fr Richard 

Leonard SJ and stirred many emotions as we considered what it 

is to be Catholic educators and how we are called upon to live out 

our faith - to speak and live out the Good News. Richard helped us 

negotiate this challenge through his life experiences, his humour and 

his expertise through working in the media. It was a very thought 

provoking day that enabled staff to think about their lives and 

spirituality and how we are able to connect in our relationships with 

others and in particular our students. 

The College wishes to thank Year Level Leaders, Homeroom/Mentor teachers, the Liturgy Group, Choir and Gospel 

singers for all the support they have given to make this an exceptional year, where staff had time to attend to their 

personal spirituality in Reflection Days and Liturgies. May they be blessed in their lives. 

Religious Education 

The teaching and learning of Religious Education at Marian is lived through our Vision: 

As a Brigidine school in the 21st Century, our challenge 

is to make Religious Education relevant and meaningful 

to all in our Marian College community. We want our 

students to action their faith – not just talk about it. 

In 2012, we have challenged the Marian students to live 

out Catholic Social Teaching in a variety of ways. 

Year 7 – Students were welcomed into Marian College 

with an introduction and enculturation into the life of 

Saint Brigid and Daniel Delany – significant people in 

the history of the Brigidine Sisters. We hope our Year 

7 girls can learn from Brigid & Daniel by taking their 

example of service to the wider community. 

A community growing in faith & love, 

Serving others, 

Striving to achieve, 

Thinking for our future 

Year 8 – Studied the importance of developing relationship the qualities of successful relationships. Girls also studied 

their role as environmental stewards of our planet. 

Year 9 – Bible studies were a focus in year 9 where the girls researched Old Testament Prophets and looked at the 

qualities they share with contemporary prophets. We studied the concept of Good Versus Evil and the History of 

the Catholic Church in Australia. 

Year 10 – During the first semester, our Year 10 girls studied Relationships, Commitment & Moral Responsibility. 

In second semester, we studied Social Justice focusing on Catholic Social Teachings and the Declaration of Human 

Rights. This was followed up by 6 weeks of community service where girls were provided the opportunity to put into 

practice their learnings. 

Year 11 & 12 – Students have been great leaders in Religious Education throughout 2012. Many have also been 

active participants in co-curricular groups such as JDF, Vinnies, Leo’s and Liturgy. 


9


Value 

Added 

In summary, there are many activities and programs that are 

organised at Marian College that have a positive effect on the 

wellbeing and achievements of students and the school community. 

The following list demonstrates the many varied and rich curricular 

and extra-curricular activities that occur at the school. These 

include: 

• College Liturgies, Retreats, Prayer Services. 

• Homework Club. 

• Pastoral Care Programs – Beaut Buddies, Peer 

Support, social skills. 

• Open Day. 

• The Justice and Democracy Forum, The Leos Club, 

St. Vincent De Paul Group. 

• Design Education Exhibition. 

• School Camps, Excursions. 

• LOTE Week, Science Week, Book Week 

• Cultural Diversity Week 

• Japanese Cultural Exchange. 

• Year 10 Social, Year 12 Graduation. 

• Indigenous Experience - Central Australia Trip 

• Awards Night 

• College Assemblies 

• Student and Family Wellbeing Support, 1.4 FTE 

Counsellors. 

• Interschool Sport, Interhouse Sports, 

• Sudanese Family Support, Vietnamese Family 

Support. 

• Music Programs, School Rock Band, School Choir, 

College Music Nights, Brigidine Choral Fest. 

• Work Experience Program. 

• Special Interest Clubs eg Science Club, Environmental 

Club, Art Club 

• Brigidine Celebration Day combined with Make A 

Difference Day. 

• Use of Information and Communication Technology. 

• Student Leadership Programs. 

• Work Experience Program. 

• Transition Process 

• Guest Speakers. 


10


Professional 

Engagement 

The Melbourne Declaration on Educational Goals for Young 

Australians sets the ambitious goal of young Australians 

becoming successful learners, confident and creative individuals 

and active and informed citizens. In order to achieve this, 

research has emphasised the importance of effective professional 

learning in order to improve student outcomes. Professional 

Learning at Marian College has been characterised by relevant 

team projects, collaboration promoted by active involvement in the design, practice and the evaluation of 

the learning to improve the effectiveness of teacher pedagogy. The Professional Action Learning Teams 

(PALTs) have been an example of this type of learning at the College. 

In 2012 we continued our work with the PALTs. These teams are established to provide a framework 

for teachers to work on targeted projects to improve the teaching and learning outcomes for all students 

and continue the professional dialogue between staff about pedagogy. Our teams were supported in their 

actions by their respective Curriculum Leaders and the framework established the opportunity for all staff 

to take part in team teaching and or classroom observations. Staff used data, which included student and 

teacher surveys, sample student work and the opportunity for peer feedback to evaluate the units being 

delivered and work towards improved pedagogical practices. 

We began 2012 with our curriculum day focussing on the National Curriculum and in particular Education 

for Sustainability, focussing on four areas: water, waste, biodiversity and energy. Term Two saw the focus 

shift to professional learning in support of our students in the portfolio process. This meant that all staff 

undertook sessions in any combination of the following: PowerPoint Kiosk, Movie Maker and Blogging. 

These sessions supported both staff and students effectively throughout the year. Team planning within 

Domain areas has also be the main focus of our professional learning days and as always priority was 

given to specific OHS training undertaken by appropriate staff, namely the anaphylaxis briefing, Warden 

Session, First Aid and CPR Updates. 

Over the year we had fifteen staff who took part in the appraisal process. This framework provided teaching 

staff with an opportunity to evaluate their performance in the classroom by using data to identify areas 

of strength and areas for further improvement and consolidation. This appraisal system provided school 

leadership with the opportunity to affirm and acknowledge good practice and to work collaboratively with 

individuals to develop their Professional Learning Plans. 

Term three saw staff involved in the Annual Seminar Day which was held at Ascot House Receptions. 

Teaching staff took part in a day focussing on differentiating the curriculum and were given the ‘tools’ 

necessary to work on a series of lessons or tasks to bring back to their classrooms. Our support staff spent 

the day working with Danielle Peters from Total Workplace Solutions. Danielle focussed on the concepts of 

‘choosing your attitude and how an individual’s mind set can impact upon the workplace environment’. 

Over the past 18 months a small group of staff have been busy working on a Middle Leadership Appraisal 

Process. This framework will work to build the capacity of our School Leaders and to shape our College 

as a learning organisation where professional learning and personal development are embedded in our 

school culture and where improvement is continuously sought. This process was trialled in Term Four by a 

volunteer group of leaders with the view to evaluate and implement the process fully in 2013. 


11


Professional 

Engagement 

(continued) 

Staff Attendance 

The figures represent the average percentage attendance rate 

per staff member who was employed at the school on the last 

day of term 4. Staff on any type of leave during the year have 

been counted as not being in attendance during that leave. 

This includes staff on long service leave, leave without pay and 

maternity leave. 

The average attendance rate for teaching staff 88.45% 

The average attendance rate for non-teaching staff 91.12% 

The average attendance rate for all staff 89.5% 

The Marian College staff are to be congratulated for their commitment to providing a Learning and 

Teaching program that is comprehensive and caters for the many individual needs of our students. All 

staff have been involved in organising and participating in a myriad of academic, cultural, sporting and 

wellbeing activities. The staff commit their time and effort to the overall development of each student and 

work in partnership with the College community to provide future pathways for all. 

Staff Retention 

The proportion of teaching staff retained in 2012 from the previous year was 89.55%. It should be noted 

that the calculation of this figure is affected by staff not retained as they had been employed to take 

the place of teachers who would be returning to teaching duties the next year. The College continues 

to recognise the dedicated service of staff and in 2012 we honoured two staff members who celebrated 

30 years service, one staff member who celebrated 25 years service, 3 staff members who celebrated 20 

years service, 5 staff members who celebrated 15 years service and three staff members who celebrated 

10 years service. Teachers and ancillary staff transfer from school to school for a variety of reasons both 

professional and personal. All staff at the College should be endeavouring to further themselves in their 

own career path. The College realises that staff may leave to enhance their own prospects for promotion. 

Similarly, the College seeks to employ new staff who will add particular expertise, creativity in a preferred 

area or overall educational leadership. 

Teacher Qualifications 

Marian College is proud to acknowledge the diversity amongst the teaching staff and their commitment to 

lifelong learning. Our staff members have attained a variety of qualifications and this assists us to deliver 

specific programs for our students. The following table and graph describes the aggregate qualifications for 

the staff employed at Marian College as compared to all schools in Victoria. 

Level 

This Like All 

School Schools Schools 

Degree - Doctorate 0% 0.99% 0.84% 

Degree - Masters 18.84% 13.52% 14.44% 

Diploma - Graduate 36.23% 43.95% 43.24% 

Certificate - Graduate 2.9% 6.41% 5.79% 

Degree - Bachelor 82.61% 80.41% 79.4% 

Diploma - Advanced 27.54% 25.42% 23.38% 

No Qualifications Listed 4.35% 8.1% 10.61% 


12


Professional 

Engagement 

(continued) 

Staff Composition 

The following table illustrates the composition of the teaching 

and non-teaching staff at Marian College over 2012. The College 

provides employment for a wide range of roles, skills and talents 

as seen by the number of full-time equivalent staff. 

Principal class 2 

Teaching staff (head count) 64 

FTE teaching staff 56.22 

Non-teaching staff (head count) 37 

FTE non-teaching staff 26.86 

Indigenous teaching staff 0 

Expenditure and Teacher Participation in Professional Learning 

Professional Learning is an important ingredient in overall school improvement and all staff are expected 

to model the Brigidine Core Value of a ‘love of learning.’ The College supports staff involvement in 

professional learning experiences and staff members have many opportunities to participate in teaching 

pedagogy. Consequently staff members at Marian are committed to the growth of their own professional 

knowledge and practice and they take part in formal and informal activities that strengthen the learning 

and teaching capacity at the school. At Marian we acknowledge that all who are employed by the school 

share in the duty of educating our students. Consequently, in 2012, opportunities were offered to all staff to 

participate in professional development. In total, approximately $158,547 was committed to professional 

learning, shared between 99 staff members, resulting in an average spending of $1601 per staff member. 

Some of the major areas that were targeted for professional learning included: 

Leadership 

Girls in Education, Performance and Development Culture 2012, The Brigidine Sisters launch of Kildare 

Ministries. 

Australian Curriculum 

Australian Curriculum –Mathematics, Delivering better results for the Australian Curriculum: Mathematics, 

Leading the Implementation of the Australian Curriculum – Secondary, Managing Transition to the 

Australian Curriculum 

Careers 

Career Practitioner’s Day Melbourne University, Careers Network Meeting, Career’s Practioner’s Day 

ACU. Pathways & Transition Program, RMIT Careers Day 

Assessment 

NAPLAN NSW Expert Markers Validity Marking, NAPLAN Training and Assessment, NAPLAN 

Workshop, VCAA Scored Assessment VET/VCE, VCE Exam Conduct and Administration for ongoing 

Chief Supervisors, VTAC Briefing, VATE Meet the assessors 


13


Professional 

Engagement 

(continued) 

Religious Education 

Authentic and Sustainable Contemporary Spiritual Formation, 

Brigidine JDF Co-ordinators, Celebrate Often and Celebrate 

Well, How can Catholic Schools form Believers in a Media 

Saturated Culture, iGod - Technology and Religious Education, 

Is RE about what I teach or who I teach? (or both?), Meditation: 

Whole School Experience, RE-contextualising Catholic 

Identity, Religious Education Conference 2012, Retreat Day 

for Secondary RECs and FDCs, Rich and Relevant Religious Education: Secondary, Teachers New to 

Brigidine Education 

Wellbeing 

Alcohol and Other Drugs: What are young people up to? Amazing Audacity, Applied Suicide Intervention 

Skill Training, Fighting Fair -Meditation and Conflict Resolution Course, Introduction to Restorative 

Practice, Rock and Water Program Focus on Girls, School Refusal in Children and Adolescents, Self 

Harm: Understanding and Helping Young People, Student Wellbeing (CECV), What’s happening to our 

girls? Year Level Leaders’ Formation Day. 

Learning and Teaching 

Surviving and Thriving In the First Years of Teaching, Engage and motivate students, Habits of Mind 

-Practical Classroom Strategy, Ronald McDonald Learning Program PD for Teachers, Thriving in a 

mixed ability classroom by differentiating the curriculum, ACER Annual Conference, Curriculum Leaders 

Formation Day, How to motivate, manage and engage your students, LNSLN Online 2013 briefing session, 

Northern/Western Secondary Student Support Coordinators PLC, Teaching and Supporting Students 

with Special Needs. 

Subject Related Professional Learning 

Art, Literature and Stories -SLAV Conference, Design and Technology Teachers Association, Food for 

the Journey: Hints on how to integrate visual images, Lino Printing using a Press, Melbourne Art Fair 

2012, National Visual Arts Education Conference, VCV Conference, Writing for VCE Art and Studio 

Arts, Practical Comprehension Strategies for the ESL/EAL Learner, Seven Steps to Writing Success, 

VATE Meet the assessors, VCE English and ESL: An overview of Unit 3and 4 curriculum, texts, VCE 

Literature, International Federation of Home Economics, Kitchen Assistant Conference, Global Politics 

-The New Study Design, Law School, VCE Global Politics, VCE UNIT 1 History Conference, VATI 

Congress 2012, Effective Teaching of Maths at Years 9 and 10, Mathematics Leadership, Mathematics 

Regional Leadership Cluster Secondary, MAV VCE SAC Evening- Maths Methods, AMUSE VCE Music 

Conference, PEAK PHYS ED- “Victorian Health Collaboration Conference,” 2012 VCE Sciences and 

Accounting Information briefing, Teaching the revised VCE Chemistry Course. 

ICT 

A teachers guide to effectively using technology in the classroom, E-Literacy think differently, learn 

differently, Integrating iPads into the music classroom. 

Work, Health and Safety 

OHS for School Leaders, Emergency Management Procedures, First Aid, Anaphylaxis 


14


Student 

Outcomes 

In late 2006 the results of a review into teaching and learning 

were presented to the Government in England. The research 

group was asked to establish a clear vision for what personalised 

teaching and learning might look like in schools in the year 

2020. Whilst Australia is some 17,000 kilometres away, the 

common denominator here is that we all teach mixed ability 

students and want the best opportunities and outcomes for this 

and the next generation. 

The research identified what the review group believed to be the foundation of a successful education 

system in the 21st century; that is an approach to personalised learning. 

A quote from the report: 

Personalising learning means, in practical terms, focusing in a more structured way on each child’s learning in order to 

enhance progress, achievement and participation. All children and young people have the right to receive support and 

challenge, tailored to their needs, interests and abilities. This demands active commitment from pupils, responsiveness 

from teachers and engagement from parents. 

Put simply, personalising learning and teaching means taking a highly structured and responsible approach to each 

child’s learning, in order that all are able to progress, achieve and participate. It means strengthening the link between 

learning and teaching by engaging pupils – and their parents, as partners in learning. 

A Vision for Teaching and Learning in 2020 produced by the Department of Education and Skills - 

2006 

We are almost half way towards 2020 from when the report was published and we are pleased with the 

direction Marian College has taken, through a variety of channels, to being well on its way to improving 

student outcomes by the personal approach it has always taken to learning. 

This means the curriculum that is delivered provides students with the opportunity to enter and exit at 

a level that suits their individual learning styles, ability and interests. In 2012 the College has invested 

a considerable amount of time in providing skills to teachers that allow them to modify the learning to 

cater for all ends of the educational spectrum. Each classroom provides a challenging and stimulating 

environment for all students to be successful in their learning and therefore caters to the individual needs 

of the student. 

The College has also continued its work to have a greater understanding of how students learn. This 

means that teachers use their skills and knowledge to engage students in a partnership role that facilitates 

creative thinking and taking safe risks to manage change. The introduction of laptops to all students in 

Years 7 to 11 has proven successful in opening the world of learning with a few taps of the keyboard. 

The plethora of subject-specific software has made learning relevant and accessible as well as enhancing 

creativity skills. 

At Marian we are always looking for ways to improve the capacity for parents to be partners in their 

daughter’s learning. This year, we have encouraged parents to be more involved in the College through 

specific parent information evenings and providing study guides to parents whose daughters are in their 

senior years of schooling. Parents now have a better understanding of the rigor required in Years 11 and 

12 and can help support their daughter during the peaks and troughs of the school year. 


15


Student 

Outcomes 

(continued) 

Finally, the students need to see value in what they are doing. Ongoing 

review and evaluation of the curriculum at Marian College 

is a vital step in maintaining interest and relevancy. A professional 

learning community is embedded in the culture at Marian where 

teachers work collaboratively to develop units of work that have an 

inquiry approach. This means that we are setting tasks that enable 

students to think beyond a search engine. In other words, they are 

not going to find the answer in one or two locations but rather draw 

together a range of resources and discern the information themselves 

in order to reach a conclusion. 

All of this work is ongoing and we are travelling this journey 

together. We still have much to do at Marian College and we take 

this opportunity to thank a special group of people for getting us 

to where we are today. The College’s Teaching and Learning team work collectively to make major decisions 

regarding the curriculum direction – we thank them for the robust conversations we have on a regular basis 

working towards the common goal of improvement. They have demonstrated adaptability when it comes to 

change and flexibility when things don’t always go to plan. Marian College is truly a vibrant community of 

learning. 

Student Attendance 

Attendance at school is an important determinant in the progress of any student. As well as developing 

learning strategies, attendance helps children to develop social skills such as friendship building, teamwork, 

communication skills and healthy self esteem. By regularly missing days of school, students are at risk of 

missing out on key learning activities and may experience long term difficulties with their learning. Student 

attendance for 2012 at Marian College is indicated in the table below. 

Average student 

attendance rate 

by year level 

Year 7 95.69% 

Year 8 94.96% 

Year 9 94.91% 

Year 10 95.08% 

Overall average attendance 95.16% 

The College has introduced procedures to promote the need to attend all school days especially at the senior 

level. An electronic monitoring process, immediate contact with parents and formal documented procedures at 

VCE have all resulted in a renewed focus on attendance in class. 

Proportion of Students meeting national benchmarks at Years 7 and 9 

Marian College students participate in the NAPLAN (National Assessment Program Literacy and 

Numeracy) tests conducted by the VCAA in Year 7 and 9. The 2012 Year 7 and Year 9 results are available 

for Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy and provide the percentage of 

students in the school who met the national benchmark. The data does not include those students who were 

exempt from participating in the NAPLAN nor those who were absent at the time of its implementation. 


16


Student 

Outcomes 

(continued) 

Proportion of students meeting national benchmarks at Year 7 

The following tables display student performance in the 2010, 

2011and 2012 NAPLAN (National Assessment Program Literacy 

and Numeracy). This report provides summary data (according to 

VELS Levels and national benchmarks) on achievement of levels 

in Reading, Writing, Spelling, Grammar and Punctuation, and 

Numeracy. Examination of the data reveals that over the previous 

3 years that the majority of students at the College have reached 

the national benchmarks. Literacy and Numeracy continues to be 

a major focus of professional learning at the College. A Literacy 

program has been developed at Years 7 to 9 and individual learning 

plans are used to identify specific areas for student improvement. 

2010 2011 2012 

Year 7 Reading 94.7% 97.5% 94.1% 

Year 7 Writing 97.4% 93.7% 94.1% 

Year 7 Spelling 96.5% 94.5% 94% 

Year 7 Grammar & Punctuation 88.5% 91.3% 94% 

Year 7 Numeracy 95.6% 93.0% 88.1% 

Proportion of students meeting national benchmarks at Year 9 

2010 2011 2012 

Year 9 Reading 96.9% 95.2% 94.2% 

Year 9 Writing 96.9% 91.8% 91.2% 

Year 9 Spelling 94.6% 96.4% 95.1% 

Year 9 Grammar & Punctuation 93.8% 93.6% 94.1% 

Year 9 Numeracy 93.0% 97.2% 96.2% 

Changes In Benchmark Results From The Previous Year 

The following data provides the percentage change, where available, in the proportion of students in the 

school who met the national literacy and numeracy benchmarks. These are assessed by the NAPLAN 

(National Assessment Program Literacy and Numeracy) tests conducted by the VCAA in Year 7 and 9 and 

are a comparison to the previous school year. For example, a figure of +8% in Year 7 Writing means there was 

a 8% increase in the proportion of students who achieved the national benchmark from one year to the next. 

Please note that this is not a measure of the same students over two years but a measure of two different groups of 

students in consecutive years. 

Year 7 Reading -4.3% 

Year 7 Writing 0.4% 

Year 7 Spelling -0.5% 

Year 7 Grammar & Punctuation 2.7% 

Year 7 Numeracy -4.9% 

Year 9 Reading -1.0% 

Year 9 Writing -0.6% 

Year 9 Spelling -1.3% 

Year 9 Grammar & Punctuation 0.5% 

Year 9 Numeracy -1.0% 


17


Student 

Outcomes 

(continued) 

Measurement of student improvement from Year 7 - 9 

The following table and charts measure the level of improvement in 

Naplan results of the students in Year 9 2012 as compared to their 

performance in Year 7 2010. Interpretation of this data indicates 

that our students have improved significantly in all literacy areas 

as compared to like schools and all schools. Student performance 

in the numeracy area has also maintained steady improvement in 

keeping with the results of like schools and all schools. 

Table showing comparative NAPLAN results of students in Year 7 2010 and Year 9 2012 

2010 

2012 


18


Student Outcomes (continued) 

Graphs showing comparative NAPLAN results of students in Year 7 2010 and Year 9 2012 

The following graphs indicate that all students have shown improvement in both reading and numeracy as 

compared to like schools. In the reading results the measurement of student improvement at Marian is greater 

than that in like schools. 

Reading 

Numeracy 


19


Student 

Outcomes 

(continued) 

Average Standardised Results 

The following data indicates the median score achieved by Year 9 

students in Reading, Writing, Spelling, Grammar and Punctuation, 

and Numeracy statewide tests as assessed by the NAPLAN (National 

Assessment Program Literacy and Numeracy). The median score 

represents the average Standard VELS Level achieved by students 

in Year 9 at the school; generally the median score will be between 

4.5 and 6. 

Year 9 Reading 5.17 

Year 9 Writing 

N/A 

Year 9 Spelling 5.19 

Year 9 Grammar & Punctuation 4.63 

Year 9 Numeracy 4.4 

Senior Secondary Outcomes 

Year 9-12 Student Retention 

Marian has prioritized a goal to strengthen the connection to school by students and this is in keeping with 

the school’s mission of providing relevant and challenging programs that meet the needs of our students. 

Consequently, students are encouraged to examine specific pathways for their courses of study and complete 

the VCE, VET or VCAL. The proportion of 2009 Year 9 students the College retained to Year 12 in 2012 

was 94.4%. The College commends the staff for their commitment in providing extensive opportunities for 

students in academic and vocational areas. 

In 2012, we had 98% of our Year 12 students successfully complete their VCE and 100% of our Year 12 VCAL 

students successfully attained their certificate. 

Senior Student Results 2010 - 2012 

In 2012 the College continued to obtain some of the highest VCE and ATAR scores in our region. 

2010 2011 2012 

Median VCE Study Score 29 29 29 

Proportion of students with 40 plus VCE Study Scores 5% 5% 4.6% 

Proportion of students who Completed VCE 100% 98% 98% 

Post-school Destinations 

A major function of any school is to provide appropriate pathways for all students. The College takes pride in 

the varied pathways that our students undertake. 

We offer our congratulations to the Year 12 of 2012 and the Year 11 students who have completed Unit 3 and 

4 studies. The results for 2012 follow the pattern of continual improvement that the College has been striving 

for. Overall ATAR scores are much stronger across the group and we are pleased to be operating above state 

averages at many levels. 

Marian College Results 

State Results 

7 Students (7%) received a ranking in the 90s 10% of the state received an ATAR in the 90s 

18 students (18%) received a ranking in the 80s 10% of the state received an ATAR in the 80s 

25 students (26%) received a ranking over 80 20% of the state received an ATAR over 80 

72% of students received an ATAR over 50 50% of the state received and ATAR over 50 


20


Student 

Outcomes 

(continued) 

VTAC First & Second Round Offers 

In addition, Marian College students have been incredibly successful 

in securing tertiary places for study in 2013. Of the 96 students who 

applied for tertiary study through VTAC, close to 96% of students 

received a first round offer. Of these students, 90% received an offer 

for their first or second preference. 

Overall the results are a credit to the students, their families and 

the staff, and demonstrate the success of the College in supporting 

students to achieve their best. 

Further Study Destinations 

This table highlights the number of students who were accepted into a particular higher education 

institution. 

Institution 

Number of Students 

“Australian Catholic University” 6 

“Deakin University” 2 

“Gordon Institute Of TAFE” 1 

“La Trobe University” 10 

“Melbourne Institute of Business and Technology” 2 

“Monash University” 10 

“Northern Melbourne Institute of TAFE” 2 

“RMIT University TAFE” 7 

“RMIT University” 18 

“SAE Institute” 1 

“Swinburne TAFE” 2 

“Swinburne University of Technology” 3 

“University Of Melbourne (The)” 9 

“Victoria University TAFE” 6 

“Victoria University” 11 

“William Angliss Institute of TAFE” 2 


21


Parent, 

Student and 

Teacher 

Satisfaction 

Student Wellbeing 

program is designed to be adaptable to the specific needs 

of the cohort. Across the school the Pastoral Care period is 

also used for year level gatherings and assemblies. At years 

7-10, time is also dedicated to production of the digital 

portfolios. 

It is our aim to provide the most appropriate and relevant 

Pastoral Care program that meets the needs of our students 

in a positive and informative way. This will continue 

to evolve as new areas of interest and concern present 

themselves in the changing world we live in. Areas central 

to the Social and Emotional Learning of adolescents are to 

be incorporated into the program as we aim to provide our 

students the opportunity to learn key skills that are relevant 

today and into the future. 

We have been working with the Student Representative 

Council on three main areas. The first has been the relaunch 

of the Bullying and Harassment Policy. The second project 

has been to work on the Student Expectations section of our 

Student Management document. This also involves the links 

that we make to our School Charter and to the Restorative 

Practices approach we adopt at Marian. Thirdly, our SRC 

have been involved in reviewing school documents such as 

the Student Diary. 

The area of Student Wellbeing at the College has been in a period 

of change, development and renewal. 

We are now in the second year of a Year Level Pastoral Care course 

organised in homerooms. In the senior years, this has seen the 

development of a whole new course as Mentor teachers and Senior 

Leaders strive to offer their students discussion time around issues 

that are relevant and appropriate. At Year 10 Pastoral Care has taken 

on the significant direction of pathways for the future incorporating 

a focus on student wellbeing and resilience. In the junior part of 

the school, the 

On Friday 30th August our Student Leaders had an 

opportunity to be part of a new initiative, the first Australian 

Teenage Expo that was held at Moonee Valley Racecourse. 

The students were able to view a show about relationships 

and conflict and how to deal with some of the issues that 

face students in the 21st century. The students were then 

asked to collect information about relevant topics that affect adolescents and think of how they will share that 

information with their year level peers. Participation in this activity centred on the opportunity for our students 

to demonstrate leadership and the education of others. 

In 2012 the College conducted a Year 10 Leadership Certificate which students can obtain by carrying out a 

range of activities over the course of the year. These activities include: 

• Full engagement in, and completion of, academic course requirements. 

• Participation in at least 3 co-curricular activities 

• Completion of at least 12 hours of service – some of which is covered in the Religious Education course. 

• Following school expectations in relation to uniform, punctuality, etc. 

• Demonstration of positive peer relationships at all times and mentoring within their homeroom group and year level. 


22


Parent, 

Student and 

Teacher 

Satisfaction 

(continued) 

The students that have been awarded this Certificate previously 

were invited to be involved in the process of Lamp Bearer 

selection for 2013 and had the opportunity to apply for a senior 

leadership position in Year 12 such as SRC and SPG. The 

program is not compulsory but we have encouraged all students 

to take up the initiative in order to develop leadership skills 

within the whole cohort. 

Parent, Student and Teacher Satisfaction 

At Marian College the level of satisfaction is frequently 

addressed in the College Newsletter, College Magazine and 

on the College Website. We consistently report on activities, 

events and programs that have a positive effect on the morale 

and wellbeing of our total community. We can measure the 

level of satisfaction at the College through the following: 

• Comments and feedback we receive from parents, students and 

teachers. 

• The many opportunities to become involved in the life of 

the College such as Graduation Night, Year 12 Celebration 

Mass, Awards Night, Opening Mass, the Visual Arts and 

Design Exhibition, Cultural Diversity Week, Hospitality 

Restaurant Nights, Marian Garden Party. 

• The level of attendance at Information Nights, Parent/Teacher 

Nights, and Music Night, Digital Nights, Student Wellbeing 

Workshops, Vietnamese Family Nights. 

• Participation and attendance in New Parents Morning Tea, 

Parent involvement in areas of school life eg. Canteen, Second 

Hand uniform, sporting, cultural, and social justice activities. 

• Participation in Whole School Review program, Pastoral Care 

programs and Leadership positions 

• Attending focus group meetings 


23


Parent, 

Student and 

Teacher 

Satisfaction 

(continued) 

Empowering Local Schools National Partnership 

Over 2012 the College has been able to benefit from funding from 

the Empowering Local Schools National Partnership initiative. 

Marian has received $51,000 that will be expended from September 

2012 to April 2014. Up to the end of 2012 the College spent $8774 

of the allocated funding. The College has specifically dedicated this 

funding to: 

a. Develop opportunities for parent involvement in the school 

community and hence increase parent participation. 

b. Develop reciprocal links between Marian College and the local 

business community. 

c. Provide Coaching support for the Transition and Development 

Coordinator and the Family Liaison Workers. 

d. Develop improved connections between the Transition 

and Development Team, the Family Liaison Workers and 

the Stewardship Council Sub-Committee – Community 

Involvement. 

A Community Development Officer (CDO) has been employed to oversee the program at the school. They work 

to build capacity within existing school structures to sustain any initiatives beyond the scope of the funding 

period. The CDO has worked closely with Marian College committees including the Transition & Development 

Team, Community Involvement Committee, and the Promotions and Marketing. Work undertaken over 2012 

included the strengthening of relationships with local primary schools, the representation of Marian College 

in the broader community, including feature articles in local newspapers, and improved communication with 

the parent community via the College web page. With a focus on improving parent participation (especially 

parents of students in years 7 & 8), we have seen an increase in parent volunteers involved in canteen duty, 

uniform shop and the participation in excursions. The CDO has provided assistance to programs across the 

College, working closely to support the Trade Training Centre, the Justice and Democracy Forum, Design 

Education and Performing Arts activities. Current projects include establishment of a Marian Alumni Steering 

Committee, Alumni electronic Newsletter, and a parent education forum. 

Over 2013 the College aims to focus the National Partnership initiative on: 

Parent and Community Involvement 

• investigate potential areas of parent/community involvement 

• review and provide advice regarding parent communication across the school 

• liaise with key groups across the school with regards to improving parent participation 

• work with the Community Involvement Committee of the Stewardship Council to facilitate connections 

with parents and Alumni 

• organise and facilitate parent involvement activities 

Linking with the Business Community 

• source and develop links with the local business community 

• seek opportunities for curriculum connections through project work, for example, sustainability projects 

• Increase the College’s visibility with the local business community 

Coaching Support 

• provide coaching support for the Transition and Development Coordinator and the Family Liaison 

Workers 

• provide advice and support to members of the Community Involvement Committee 

Developing Internal Connections 

• explore ways to build connections between the work of the Transition and Development Team and the 

Community Involvement Committee 

• explore avenues of connection between existing school structures and processes to build parent and 

community involvement 

• review current structures and make recommendations regarding potential new structures and processes to 

support community involvement 

• investigate opportunities for community involvement in formal and informal College activities 

• explore opportunities to develop greater links with Priority Parish Primary Schools 


23


Resources 

and 

Facilities 

2012 was a little less hectic in terms of major capital works than 

2011 but an eventful one just the same. The extension to the Ngali 

Building was completed in June and the new carpark precinct is 

being completed for use in 2013. 

The Ngali Building project, funded by the College ($909,000) and a 

Victorian Government Grant ($350,000), consisted of: 

• the addition of new staff office spaces bringing together into one 

area all of the Senior School Administration Team and 

providing more flexible study space for the VCE students, an interview 

room and a storage area 

• Three large classrooms fitted with smartboard technology 

• installation of wireless network technology for the rollover of the Laptop Program into Year 11 in 2012 and Year 12 

in 2013 

• new wide stairwell to improve access to the second floor and a new wide entry corridor 

• a platform lift for access between floors in special need situations 

• installation of a reverse cycle air conditioning system into the new and existing sections (an extremely welcome addition) 

and 

• the replacement of the existing corridor carpets. 

The new carpark provides parking for over 70 cars, as well as the College Bus, relieving pressure on the 

surrounding streets and the Parish precinct. In order to 

allow for the carpark, the maintenance shed and the old 

textiles classroom have been removed. A new maintenance 

facility has been built at the north end of the carpark. The 

new carpark will take cars away from the driveway between 

the Agnes Lyng and Administration Buildings allowing for 

a dedicated outdoor student area. The total project cost is 

around $600,000. 

As a consequence of the growth in facilities, the College has 

installed a diesel pump house station to provide the required 

water pressure in the fire service lines in the event of an 

emergency. This Project required a further investment of 

$118,000 – and one that we hope that we never to have to 

put to the test. The pump house has required significant 

landscape works at the front of the School as has the 

extension of the Ngali Building. The College now has a 

new direct access point to the Gym leading from the Ngali 

Building. 

The major work focus is now on finalising the planning 

stage for a new Design Education Building – we hope that 

construction will be nearing completion by the end of 

2013. 

With the introduction of the laptop program at the School, 

we have been able to release space previously dedicated to 

desktop computers. The re-orientation and refurbishment 

of these spaces will be continuing in 2013. 

The College is currently debt free but obviously the Design 

Education Project will create a significant but necessary 

financial commitment of our resources. The College will 

continue to try to minimise the financial burden on families. Maintaining and improving the College’s facilities 

relies on the continued contribution and support of the College’s families in the payment of the fees set. 


24


Financial Performance 

Financial Performance for the year ended 31 December 2012 

REPORTING FRAMEWORK MODIFIED CASH $ 

Recurrent income 

Tuition 

School fees 0 

Other fee income 348,757 

Private income 325,200 

State government recurrent grants 1,826,910 

Australian government recurrent grants 7,082,236 

Total recurrent income 9,583,104 

Recurrent Expenditure 

Tuition 

Salaries; allowances and related expenses 7,228,464 

Non salary expenses 1,652,708 

Total recurrent expenditure 8,881,171 

Capital income and expenditure 

Tuition 

Government capital grants 101,693 

Capital fees and levies 724,282 

Other capital income 4,031 

Total capital income 830,006 

Total capital expenditure 1,655,236 

Loans (includes refundable enrolment deposits and recurrent, 

capital and bridging loans) 

Total opening balance 11,250 

Total closing balance - 

Note that the information provided above does not include the following items: 

System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings 

for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to 

the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA school level reporting 

requirements will require system level income from Government grants and some private income to be allocated by school. This will be a small 

adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school generated income 

and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school include both recurrent and 

capital school fees. 


25

196 Glengala Road, Sunshine West, VIC 3020 

www.mariansw.catholic.edu.au

Annual School Report 2012 - marian college

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