Signs of Progress II - Waverley College

Signs of Progress 2
Waverley College
College leaders 2008 with College leaders 2009
From the Headmaster
www.waverley.nsw.edu.au
Dear Parents, Staff, Students, Old Boys and Friends of the College,
Welcome to the second brochure in the series “Signs of Progress” at Waverley College. Our College
is committed to meeting the needs of the boys and the wider community. In this second brochure, the
Academic, Religious Education and Social Justice Programs will be of focus. As you well imagine, this
brochure is a snapshot of what is available in these areas at Waverley. At any time you can visit our new
website for more detailed and comprehensive information, especially about our academic results.
On the reverse of the brochure, as we promised, we will provide the first six cultural characteristics at the
heart of a catholic school in the Edmund Rice Tradition. These characteristics are taken from The Charter,
a document released in 2004 by the National Planning Committee for Schools Governance. The Charter
proclaims what we believe to be an authentic expression of Edmund Rice Education as a school in the
Edmund Rice Tradition.
In 2009, there will be further issues outlining other aspects of College life. We hope you enjoy this edition.
Yours sincerely
Br P.A. Leary Headmaster
New statue of Blessed Edmund Rice
Year 12 on retreat
Projectors, computers and internet in every classroom
Academic Award assemblies each term
Using smart board technology daily
Social justice ‘bricks’

december 2008 update
Part 2: Academic, Religious
Waverley College students took part in the following state
wide Assessments, Tests, Examinations and Competitions in
recent times:
Basic Skills Test – Year 5
Year 5 students undertook the Basic Skills Test conducted in 2007 across NSW.
Student’s performance is reported in Bands. Band 6 indicating the highest level of
achievement. 95% of Waverley Students Overall Literacy was Band 4 or better in
comparison to 81% of the State. In Overall Numeracy 96% of Waverley students
achieved at least a Band 4 performance in comparison to 79% of the State.
English Language & Literacy Assessment – Years 7 & 8
This test, for all Year 7 and 8 students in NSW, assesses students in the three
categories of Writing, Reading and Language skills and reports their individual
performance in four Levels of Achievement: High, Proficient, Elementary and Low.
For Waverley the results indicate 95 – 97% of students perform in the highest
two categories for Overall Literacy. Very few Waverley students perform at the
Elementary and Low categories.
Secondary Numeracy Assessment Program
Years 7 & 8
This test for all Year 7 and 8 students in NSW assesses students
in the six Mathematical components of Number, Problem Solving,
Numeracy, Space, Data and Measurement. In every category
Year 7 Students scored above the state performance in the
High and Proficient levels of achievement and significantly below
the state performance in Elementary and Low levels. In every
category Year 8 Students scored significantly above the state
in the High level of achievement and significantly below the state
performance in Elementary and Low levels of achievement.
School Certificate Examinations for Year 10
In English, Mathematics, Science, History and Geography the
percentage of students achieving a mark of 70 or better were
between 5% and 19 % above the State. In the Computing Skills
test 95.47% of Waverley students where graded as either Highly
Competent or Competent, the two highest grades out of four.
Higher School Certificate for Year 12
We know that at least fifteen who have achieved UAI results above 90 and another thirty students achieved UAI’s above 80. Using the available data we
would calculate that, in percentage terms, around 50% of Waverley students who applied for a UAI were placed in the top 20% of the State. Over 90%
of the College’s students applying for university were offered places. One of the most pleasing aspects of the results was the performance of the ‘average’
students at Waverley. Approximately 70% of HSC Marks were above 70 (Bands 4, 5 or 6). Considering Waverley does not exclude students on the basis of
academic ability, these results would indicate Waverley students continue to perform very well against the rest of the state.
Subjects with outstanding percentages of students receiving Band 6 Results
Ancient History 20% in Band 6 Economics 10% in Band 6 English Extension I 19% in Band 6
Geography 20% in Band 6 German Continuers 20% in Band 6 Software Design 10% in Band 6
Subjects with outstanding percentages of students receiving Band 5 Results
Ancient History 55%
Chemistry 42%
Engineering Studies 40%
English Extension I 81%
German Beginners 50%
German Extension 43%
History Extension 50%
Legal Studies 45%
Mathematics Ext 1 60%
Mathematics Ext II 67%
Music 2 50%
Music Extension 100%
Modern History 45%
Senior Science 36%
Visual Art 56%
This graph showing the changes in
HSC Bands from 2001 to 2007.
% 40
35
30
25
20
15
10
5
0
Percentages of Bands 2001–2007 HSC
2001 2002 2003 2004 2005 2006 2007
Year
Band 6
Band 5
Band 4
Band 3
Band 2
Band 1
A number of State and National Competitions in English, Mathematics, Science, Geography, Visual Arts, Computer Studies and Critical Thinking.

Education and Social Justice
Study Skills Program Waverley College
2008/2009
In 2008 Waverley College engaged the services of an external consultant to
conduct Study Skills Seminars for all boys in Year 7 – 12. The objective of the
Seminars was to assist the boys with planning their study time, managing
their workload and practical strategies on how to study. Each session is
designed to help students understand the way they study and will provide
them with practical skills they can use to help maximize their results.
Year 9 and 10 – Student Seminars
(held in groups of 80 students)
This Seminar Title was ‘Improving Your Results’
The main areas covered:
• Organising your papers and your time (scheduling and prioritising).
• Using a diary effectively to manage workload.
• Making study notes that work (including mind maps, linear note-taking).
• Year 10: Preparing for the School Certificate exams.
Year 7 and 8 – Parent Student Seminar
This Seminar Title was “Tools for High School Success”
The main areas covered:
• Managing homework and assignement effectively by efficient time
management.
• Learning to be more organised for school and making study notes.
• Working and studying in high school.
Year 11 – Parent / Student Seminar
This Seminar Title is ‘Welcome to the HSC Starting Line’
The main areas covered:
• Using class time
• Getting organised
• Managing the Workload • Making Study notes
• Studying for assessments • Helping your brain

Religious Education at Waverley College
Curriculum
• Every student in Years 11 and 12 has a copy of Living Religion (3rd ed.)
the most comprehensive Studies of Religion Text available
• Every student in Years 7-10 has the relevant copy the Religion Text To
Know, Worship and Love
• The 7-10 Religion Curriculum has been updated to include To Know,
Worship and Love Texts of the Sydney Archdiocese
• The Social Justice program has been integrated within the Years 7-10
Religious Education Program
• Year 11 Social Justice Service Program is now embedded in the
curriculum.
• 2 Unit Studies of Religion has increased threefold in Years 11 and 12
• Studies of Religion Excursions include St Mary’s Cathedral, Auburn
Gallipoli Mosque and the Great Synagogue.
• Every Religion teacher receives a copy of the Catholic Weekly each week
Special Events
• Weekly Wednesday Morning Mass in the College Chapel 8.15 am
(Classes prepared and assist on a rostered basis)
• Commencement Mass
• Anzac Day
• Easter Liturgy
• May Procession
• Edmund Rice Feast Day
• Assumption Mass • Day of Prayer for Year 12 Students
• Graduation Mass • Archbishop’s Award
Retreats
• Year 10 Reflection Days
• Year 10 Excursions: The Holocaust Museum, Mary MacKillop Place,
St Mary’s Cathedral
• Senior Retreat for three days each year
• Year 8 Camp: Outdoor Mass
• Cadet Mass at Douglas Park
Renovations & refurbishment
Year 12 – Parent / Student Seminar
This Seminar Title was ‘Improving your Results’. The main areas covered:
• Getting organised for exams • Making study notes
• Studying strategies and techniques • Planning study time
• Examination techniques
• Painting of western Sacristy in Chapel
• Refurbishment of Stained Glass Windows and Sound System in Chapel
• Renovation of Crucifix in foyer
• New thurible
• Every classroom has a crucifix and picture of
Mary, the Mother of God
• Beautiful portrait of Mary of the Southern
Cross placed in the Br Skeeham room
Year 12 – Student Seminar Post Trial Exams
This Seminar Title was ‘HSC Countdown’. The main areas covered:
• Setting goals for success
• Managing workload
• Chunking and prioritising – techniques to make time use more efficient
• Planning and allocating study time
• Overcoming distractions and procrastination
Ms D Grigson
DHM Curriculum
World Youth Day 2008
• A Waverley College Pilgrim Group was coordinated by Waverley
College Staff over the entire week.
• Waverley College was a venue for over 300 Overseas Pilgrims for the
week
• Students from Waverley College were sponsored by the College for
attending World Youth Day activities
Mr P Davis
DHM Religious Programs

Social Justice at Waverley College
Why we have Social Justice at the College
• Waverley College is a school in the tradition of Edmund Rice the founder of the Christian Brothers and he
dedicated his life to helping those on the margins of society.
• The Charter for Edmund Rice schools speaks of many areas that the Social Justice program attempts to fulfill.
• Waverley College is attempting to get our students to ‘think of others’ and to ‘serve others’
• We are raising awareness about local and global justice issues and giving our students the tools to respond
and make a difference.
• We offer practical help to the community while challenging stereotypes students may hold about certain groups.
What do we do? The “3 A’s”
ACTION AWARENESS ADVOCACY
Action – Service to others…
All Year 11 students complete a Service Work component. Many staff give of their time to facilitate:
• Night Patrol – feeding the homeless in Sydney.
• Coaching sport and assisting mentally and physically disabled children.
• Running activities such as Bingo in Charingfield Nursing Home.
• Visit detainees in Villawood Detention Centre.
• Sharing stories and offering friendship during Street Retreats in Kings Cross.
• Running Buddies Days for children from domestic violence refuges.
• Blood donation.
• Winter Sleepout with the homeless in Darlinghurst – showing solidarity with the marginalized of Sydney.
• Supervise a playgroup in a refuge for homeless families.
• Charity – raise money for various organizations – Salvation Army, CanTeen, Caritas, St Vincent de Paul.
Year groups have a charity they fund-raise for each year.
Awareness
• Curriculum – All Year 7-10 students complete a unit of Social Justice in their religion class each year.
• Guest speakers are invited to College Assemblies and to individual classes.
• Waverley is part of a pilot project to raise awareness about Aboriginal issues amongst students.
• Year 10 Activity Days – Red Cross, Vision Australia, St Vincent de Paul, Amnesty International send
representatives to present to the boys.
• Campaigns run by Amnesty International
• Students attend Social Justice Forums hosted in local schools aimed at raising awareness about certain issues.
Advocacy
• Teaching students how to write letters or sign petitions in response to an Amnesty International campaign.
• Teaching students how to write letters of support on behalf of the detainees visited in Villawood
Detention Centre.
• Advise students how to contact their local member to register a complaint about an issue.
• Make students aware of advocacy groups such as “Get Up” that push for positive change at Government level.
• Empower students to feel they can make a difference through their actions.
The Future
Our hope is that the outreach branch of the Social Justice program will continue to make a significant impact
on the lives of Waverley boys in their Senior school years. The service work program options have recently been
expanded. From Term 4 this year the College will support two teachers undertaking Social Justice as their regular
co-curricular activity.
There is a lot of research to suggest that integrating social issues into key learning areas gives students a better
grasp of these problems. If a student’s assignment allows him to help resolve the problem, he will feel that
they can be part of the solution. This will require a shift in how teachers present and assess their subject
matter. It is our intention to explore how service learning can be further incorporated into the curriculum at
Waverley College.
Geraldine Cullen
Social Justice Coordinator

The Charter
Cultural characteristics at the heart of a Catholic school in the Edmund Rice tradition
Holistic Education
Integrated development occurs through quality teaching and learning.
• A Catholic school in the Edmund Rice tradition provides a curriculum attentive to the needs of each person.
• Each person’s need is best served by teaching and learning experiences that are relevant, authentic, dynamic and creative.
• Religious education, faith development experiences and service learning are fundamental components of a holistic curriculum.
• Programs offered include a balance and integration of teaching and learning experiences that promote the development of the whole person.
• All members of the school are encouraged to work to the best of their abilities, to realise their potential and to strive for individual excellence.
• The school provides a sound learning culture that enables students to experience success within a safe and healthy environment.
Spirituality
Each person’s story is unique and sacred.
• A Catholic school in the Edmund Rice tradition nurtures and encourages the spirituality of each person.
• Growth in spirituality and connection to Church are significant factors that shape religious education and faith development practices.
• The life-journey of each person is enhanced by a personal understanding of and relationship with Jesus Christ.
• Through reflection, prayer, the Eucharist and other Sacraments, liturgy, symbols, sacred stories and other rituals, the school celebrates the richness
and diversity of its community, and develops the spiritual life of each person within it.
• The school respects spirituality authentically lived by those who come from a range of other religious traditions.
Faith in Action
Each person is called to respond out of a personal relationship with God.
• A Catholic school in the Edmund Rice tradition lives and grows as a faith-sharing community by fostering a personal relationship with God through
Jesus Christ.
• The school proclaims and lives the Gospel so as to enable the transformation of each person into the likeness of Jesus Christ.
• The school is an integral part of the evangelising mission of the Catholic Church.
• The school adopts a prophetic stance in the light of Gospel values.
• In communion with other Church ministries and the community, the school continues the saving action of God in the world.
Community
A school forms a distinctive community.
• A Catholic school in the Edmund Rice tradition is characterised by the quality of its personal relationships.
• The school celebrates as a eucharistic community, responsive to the gift and journey of each person.
• The school develops a culture of good relationships, which evidence respect, community, hospitality, nurture, humour, care and justice.
• The school fosters enduring, lifelong relationships with former students and their families.
• The school acknowledges the primary role of parents or guardians in the growth and development of the child and provides opportunity for their
participation in the life of the school.
• The school recognises its many connections with families, other school communities and Church, civic and global communities.
• Recognising traditional ownership and heritage, and with a commitment to reconciliation, the school welcomes indigenous persons into its community.
Pastoral Care
The dignity of each person as a child of God is at the heart of pastoral care.
• A Catholic school in the Edmund Rice tradition acknowledges the dignity of all its members, each formed in the image of God.
• The school conducts all aspects of school life in a manner that is sensitive to the needs of each student and to the common good.
• In the allocation of resources, a priority is given to the provision of services for students with special needs.
• The school’s pastoral care program is designed to empower each student to embrace the fullness of life within a variety of pastoral care experiences.
Service of Others
Service of others is integral to being a follower of Jesus.
• A Catholic school in the Edmund Rice tradition promotes service of others, by way of significant learning experiences, as basic to fulfilling a
Christian life.
• The school expects each member to be active in the service of others and provides opportunities for this service in both local and global communities.
• Students and staff are involved in programs in which they interact and work with the disadvantaged, understanding service as the movement from
charity to justice.
• Leadership in schools is based on a Gospel model of service centred in communion with others.
• Staff recognise that their principal vocation is to serve students and families.