St Mark's Coptic Orthodox College
2014St Mark’sCoptic Orthodox CollegeAnnual SchoolReportPrepared by Executive Staff of SMC52 AustralisAvenue WattleGrove, NSW 2173
Table of ContentsIntroduction . 5About the Board. 6Curriculum Report 2014. 7Overview . 7Higher School Certificate (HSC). 7Performance by Faculty . 7Strongest Performing Courses . 8HSC Examination . 8Record of Student Achievement (RoSA) . 8Conclusion . 9National Assessment Program . 11Literacy and Numeracy (NAPLAN) Assessments (Years 3, 5, 7 and 9) . 11NAPLAN Band Summary – Years 3 & 5 . 11Results in Graph Year 3 . 11Results in Graph Year 5 . 12NAPLAN Band Summary – Years 7 & 9 . 12Results in Graph Year 7 . 13Results in Graph Year 9 . 13Staff & Students . 14In-services . 14Teacher Attendance and Retention . 14Student Attendance . 15Student Retention: . 15College Policies. 15Child Protection . 15Anti-Bullying . 16Work Health and Safety . 16Risk Management . 16Policies for Emergencies and Critical Events. 16Excursions . 16Professional Standards. 16Resolving Grievances . 171.Curriculum. 17Junior School . 17Senior School . 172. Welfare. 172
Junior School . 17Senior School . 17General Maintenance Complaints . 17Complaints Policy . 17Rationale . 17Aim . 18Implementation . 18Evaluation . 19Student Welfare Policy . 19A Christian College . 19Professional Support . 20Welfare Committee . 20Building Love and Other Virtues – The House System. 20Pastoral Care Program & Rationale . 21Pastoral Care Structure . 22Academic Care in NSW Independent Schools. 23Schools that promote academic care: . 23Teachers that promote academic care: . 24Student Discipline Policy . 24Rationale . 24Student Management and Teachers. 24Behavioural Levels System – Demerits . 25Behavioural Levels System – Merits . 25Junior School . 25Senior School . 26Medication Policy. 26Infectious Diseases Policy . 26Homework Policy (K-6). 27Implementation . 27Enrolment Policy . 28Rationale . 28Procedures . 28How to Enroll . 281. Application . 282. Interview . 293. Letter of Offer . 294. Acceptance Offer . 295. Commencement Details. 293
6. Tuition Fees . 29Conditions of Enrolment (Reprinted from Application Form) . 29Additions to Fees Policy and Conditions of Enrolment . 30Parent Copy. 30Summary of Financial Information 2014 . 32Evacuation Procedures . 32About this Report . 34St Mark’s College logo is very special and carries significant meaning.The SOUTHERN CROSS on the logo that surrounds the Coptic Cross represents Australia, as it appears on theAustralian national flag.The COPTIC CROSS that appears in the middle of the logo is a representation of the Coptic roots of the college.The LOTOS LEAVES that gather the Coptic Cross are a symbol of Egypt as this plant is part of ancient Egyptianheritage.The COPTIC words EKOWABA means Holy in the ancient language of the Coptic Church. This word is used asa description of God to help us to feel that God is indeed with us and that we must live a holy life.The DATE that appears opposite the Coptic word, 1996 is the date of the establishment of the College.The VERSE “To live Is Christ” is the motto which all at St Mark's College strive to live by.4
IntroductionSt Mark’s is a coeducational K-12 College, established in 1996. The College originallycommenced in temporary accommodation in Lidcombe and relocated to its current site inWattle Grove in 1999. St Mark’s College undertakes the NSW Curriculum through the Boardof Studies Teaching and Educational Standards (BOSTES) and is accountable to BOSTESthrough periodic Reviews and Audits. As the College is greatly assisted through Governmentfunding, the College is accountable to the Department of Education & Training (DET) inmeeting all Federal requirements and responsibilities. Although the College receives asmaller funding allocation from the State Government, it is not connected with the NSWDepartment of Education & Communities (DEC) who is the Sector authority for all NSW PublicSchools.With a one-campus site, St Mark’s College implements and holds to the values of a K-12continuum of education that enables academic and pastoral tracking of students throughouttheir school years.Although the College consists predominately of students with a Coptic Orthodox background,it follows an enrolment policy that embraces students from all cultures and faiths with theCollege comprising students from twenty-one religious and eighteen cultural backgrounds.The College enrolment is drawn from suburbs all over Sydney’s West, North and South witheight community and public buses available transporting students to and from school, or byparents.St Mark’s Coptic Orthodox College is a school that works in partnership with parents to createan atmosphere where Christian values and Coptic Orthodox tradition are the foundation of theschool’s practices and where students and staff feel secure and supported by all members ofthe school community. The distinctive, sincere and continuous practice of Christian love,service and humility provides students with the opportunity to develop and display a high moralstandard.We are committed to creating a learning environment that embraces the ideals of a learningcommunity and helps prepare young people for their future, our aim is to create a learningexperience for students that helps to build upon their natural curiosity, improves theirmotivation to learn and raises their sense of responsibility and self-esteem, while workingcooperatively within a team environment.Our students are challenged to strive to achieve excellence and success in all areas of thecurriculum by attaining their full potential, whatever that may be academically, havingconfidence in themselves as Christian individuals and becoming active participants in Churchand the Australian community. As a learning community we believe that all students can learnand therefore all students, regardless of their perceived “ability”, ought to be provided withpedagogies and practices that enable them to do so. We encourage teaching practices thatchallenge students intellectually, connect students to the world beyond the classroom, activelyengage difference and support students in their learning. We encourage the development ofassessment practices and processes that enable students to demonstrate a richness ofoutcomes rather than a limited set of knowledge.5
Our aim is to continue to develop our learning community into a stronger supportedenvironment where students’ success is supported by the collaborative efforts ofknowledgeable teachers who are organised to address the needs of diverse learners.We endeavour to address student learning at both levels of the learning spectrum. We offerenrichment K to 6 and cater for limited Special Needs based upon the availability of funding.About the BoardSt Mark’s College is governed by the NSW Coptic SchoolsBoard which is made up of 7 appointed volunteers (appointedmid 2014) under the guidance of His Holiness Pope TawadrosII and His Grace Bishop Paula of Tanta. The NSW CopticSchools Board is the governing body for the three CopticOrthodox Colleges in NSW and would like to thank His HolinessPope Tawadros II for the honour of allowing us to serve Godthrough our schools.As a Board, we are constantly striving for excellence within our Colleges. We strongly believethat a robust and cohesive working relationship between executives, teachers, support staffand the Board are vital for the continuing success of our schools, as much as the continuedsupport and involvement of our community.The Board’s main objective is to provide a safe, Christian and positive environment thatenables our students to maximise their education and achieve their full potential. Students areencouraged and supported to perform at their best in academic, sport, the arts and other extracurricular activities while growing within a Christian environment.The NSW Coptic Schools Board consists of the following:NameHis Grace Bishop PaulaMr Mina HannaDr Medhat GuirgisMr Hosny GuirguisMr Magdi KiladaDr Mourad NosirMr Saher YoussefDr Amany ZekryProfessionCoptic Orthodox Bishop of TantaLawyerOrthopaedic SurgeonStructural EngineerProfessional Industrial EngineerMedical PractitionerDeputy PrincipalA/ Professor of MedicineNSW Coptic Schools BoardJune 20156PositionChairmanSecretaryBoard memberBoard memberBoard memberBoard memberBoard MemberBoard member
Curriculum Report 2014OverviewIn 2014, St Mark’s Coptic Orthodox College continued its tradition of performing strongly acrossa number of State-Wide Tests and Examinations. For the Higher School Certificate, the Collegeobtained a final rank of 112.Higher School Certificate (HSC)Summation 54 Students sat for the NSW Higher School Certificate (HSC) in 19 Courses.DUX of the College received an ATAR above 99.00ATARo Cohort Summation 6 % received an ATAR above 98. 15% received an ATAR above 95. 22% received an ATAR above 90. Eighty-five percent (85%) of the Year 12 cohort were offered courses at UniversityCollege Performanceo The College was ranked 112th overall The College was ranked 48th on the Mathematics Merit List The Mathematics Faculty produced the most number of Band 6’so Fifty-five (55%) of courses outperformed the state variationo 37 Band 6’s were obtained across all courseso 84 Band 5’s were obtained across all coursesPerformance by Faculty The Mathematics & Science Faculty were the best performers.o All classes for both faculties performed above state average.English and HSIE obtained a high number of Band 5s.o Need to review why these students are not gaining Band 6’s.Table 1: 2014 Faculty Band 5 & 6 PEVisual ArtMusicNo. ofClassesAverage No. ofBand 6s per classBand 6TOTALBand 5201615710201.537847
Strongest Performing Courses Over 60 percent of all courses offered at the College managed to better the state average.An improvement of 10% compared to 2013.Table 2: 2014 HSC Courses - Notable achievementsCollege VS StateVariationSubjectMathematics9.95Mathematics Extension II7.42Economics6.57Physics5.75Mathematics Extension I5.47Chemistry4.41General Mathematics3.40Biology2.26PDHPE2.20Business Studies1.62English (Standard)0.96HSC Examination The courses in the figure below indicate the average HSC Examination results for theCollege above the State average.Examination MEAN - College VS State Variation9.957.426.574.413.42.2-2.96Visual ArtPhysicsStudies of Religion II-9.07Studies of Religion I-6.55Society & Cuture-3.29PDHPEMusic IModern HistoryMathematicsMathematics Extension II-0.45Mathematics Extension I-3.93General MathematicsLegal StudiesEnglish (Extension I)0.05English (Advanced)English (Standard)Economics0.96ChemistryBusiness Studies2.26 1.62Biology5.755.47-4.15-3.95Graph 1: 2014 HSC Examination Mean vs. the StateRecord of Student Achievement (RoSA)The Record of Student Assessment (RoSA) was introduced in 2012 to replace the SchoolCertificate. The College internally assesses students and a grade is submitted to the Board of8
Studies (BOS) reflecting their overall Progressive Mark.Table 3: Courses offered by the College for the RoSAMathematics 200 hours (323)Science 200 hours (350)Australian History 100 hours (4005)Australian Geography 100 hours (4015)English 200 hours (300)Personal Development, Health and P.E. 100 hours (2421)Commerce 200 hours (430)Visual Arts 200 hours (2060)Industrial Technology (Timber) 200 hours (1820)Information & Software Technology 200 hours (1830)Drama 200 hours (2010)Conclusion Overall HSC results were positive however, the number of Band 6 performances werefewer than expected.o Mathematics results still performing strongly for the College General Mathematics a stand out this year.o Science results positive Physics & Chemistry produced healthy results. Biology did not obtain any Band 6so English results were fair English (standard) produced the most number of Band 5s across allsubjects. Producing Band 6s still a challengeo HSIE department underperformed compared to state in the following subjects. Legal Studies, Modern History, Society & Culture and Studies of ReligionII. Faculty Performance Ranks1. Mathematics2. Science3. English4. HSIE5. PDHPE6. Visual Art7. Musico - (1 - 2014)- (2 - 2014) (4 - 2014) (3 - 2014)- (5 - 2014)- (6 - 2014)- (7 - 2014)Above ranks based on number of classes per faculty and the combinednumber of Band 5 & 6 total results.A continual improvement in Year 10 grades.o The culture of our students neglecting Stage 5 courses is starting to change. Thiscan be contributed to a well-defined cut off for some stage 6 subjects.9
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National Assessment ProgramLiteracy and Numeracy (NAPLAN) Assessments (Years 3, 5, 7 and 9)Results for the 2014 NAPLAN Tests are summarised in the tables below. The figuresrepresent the percentage of student achievement within the given bands for each domain.NAPLAN Band Summary – Years 3 & 5Displays the percentage of student achievement in each band.2014NAPLANAssessmentDomainsYear 3Bands 1-2Year 3Bands 3-6Year 5Bands 3-4Year 5Bands SpellingGrammar 10%90%Results in Graph Year 3100%90%80%70%60%50%Band 1-240%Band ammer &PunctuationNumeracy
Results in Graph Year 5100%90%80%70%60%50%Band 1-240%Band mar &PunctuationNumeracyWhen compared to previous years, Years 3 and 5 are showing improvement especially in the areaof writing, spelling, grammar and punctuation. This is due to the implementation of a daily literacyblock, Spalding program and the structured yearly progression from one year to the next. TheNAPLAN numeracy test consists mostly of worded questions and for this reason Staff have beenexposing students with increased problem solving strategies.Since 2014 the AIS (The Association of Independent Schools) has been working with St Mark’sJunior School on a Literacy and Numeracy plan, targeting student areas of need such asreading comprehension and hands on Numeracy activities. As a result, this plan will impact onfuture student results.NAPLAN Band Summary – Years 7 & 9Displays the percentage of student achievement in each band.2014NAPLANAssessmentDomainsYear 7Bands 4-5Year 7Bands 6-9Year 9Bands 5-6Year 9Bands 9%SpellingGrammar 7%93%12
Results in Graph Year 7100%90%80%70%60%50%Band 4-540%Band mar andPunctuationNumeracyResults in Graph Year 9100%90%80%70%60%50%Band 5-640%Band rammar andPunctuationNumeracy
Staff & StudentsIn-servicesProfessional Development of Staff is encouraged across the College and whilst funds arealways limited, numerous staff undertook appropriate PD in relevant areas pertaining totheir responsibilities, as required. A variety of relevant sessions were undertaken externallywith the main providers of these sessions/courses being the NSW Association ofIndependent Schools, Government departments including NSW DEC, professional bodiessuch as HICES and AHISA. Total of 17,500 2014.Internally, PD was scheduled at regular intervals particularly with sessions arranged forstaff for support with programming Literacy and Numeracy as part of the PAL initiative viapresenters and facilitators from NSW AIS.Teacher Attendance and RetentionIn 2014 the teacher attendance daily average was 95.4%.The retention rate was 105.5%.38 Full time teachers142 Part Time teachers
Student AttendanceStudent attendance equals to a 95.85% daily average. Student Attendance refers toattendance requirements and the sanctions that flow from inadequately explainedabsences. Duties include: using rolls to record absences; contacting parents; seekingformal notes; or contacting the appropriate authorities.In 2014 the students’ attendance average was:YearMale Attendance RatePrimary Ungraded98.90%Secondary Ungraded90.80%Total96.10%Female Attendance Rate98.30%92.80%95.60%Student Retention:Year 6Year 10(2013)(2013)Junior School:totoYear 7 (2014)Year 11(2014)150%94%100%Senior School:99%Overall: 99.5%College PoliciesChild ProtectionThe School’s “Child Protection Policy” details legislative requirements (Ombudsman Act1974, Child Protection Act 1998, Commission for Children and Young People Act 1998,Children Care and Protection Act 1987 and Amendment Act 2003 and Children and YoungPersons’ Protection Act 1998.This introduction briefly explains the procedures to be followed in reporting instances ofabuse to the appropriate authorities. The first professional development day of each yearis set aside to outline to staff the “Do’s and Don’ts” when dealing with children under theircare and explains how to be aware of behavioural signs of physical, verbal or sexual abuse.The procedures for dealing with, and the reporting of, these incidents are discussed atlength and are set in place for staff to follow.One staff member will receive formal training from the AIS in conducting necessaryinvestigations and will be responsible for the process. Any allegations raised against staffare taken seriously and the school follows the process as recommended by TheAssociation of Independent Schools and the NSW Independent Education Union:‘Protocols for Internal Investigation and Disciplinary Proceedings’. Any behaviour that hasbeen found to be reportable conduct is passed on to the appropriate authorities (DOCS,Ombudsman and the Commission for Children and Young People) by the Head of Agency(Head of College).This information is passed on to students through Coptic Orthodox Studies, PDHPE andPastoral Care lessons and at special assemblies. Parents are made aware of ChildProtection issues raised through the College Newsletter or via College letters sent home.15
All Employees and approved in school Volunteers are screened via the Working withChildren check prior to employment as well as through an extensive interview process, withfollow up calls to previous employers and referees, and by completing a ProhibitedEmployment Declaration Form.Anti-BullyingThis policy is clearly included in the school diary. The Anti-Bullying policy is disseminatedto all within the community via the college website. It defines bullying as “any single orrepetitive act whose intent is to cause hurt or unhappiness” and details types. Teacherresponses and sanctions are outlined.Work Health and SafetyWork Health and Safety refers to the relevant legislation, incident prevention andmanagement, obligations of employer and employees, and Workers’ Compensationrequirements of the College and staff. A College WHS Committee has been formedconsisting of Mr David (Deputy), Mrs Nada (Deputy Dean of the Junior School, Mr Hornerand Mr Bestawros (Financial Manager). An audit of maintenance requirements isconducted each term and maintenance is completed each term day and selected daysthroughout term breaks. The College Board is informed of WHS issues at each meetingand reviews of policy and situations take place regularly.Risk ManagementRisk Management describes how to identify and manage risks in all aspects and areas ofCollege life. It includes a Risk Management Checklist, Risk Assessment forms and RiskManagement Procedures with sample plans. Risk management takes place for everyexcursion and every outing including sports venues. Delegated authority from the Head ofCollege is issued to pursue required checks by relevant staff responsible for eachevent/activity. The completed Assessment is forwarded to staff with the original filed bythe Financial Manager.Policies for Emergencies and Critical EventsPolicies for Emergencies and Critical Events define procedures and drills, duties, and thepossible need for subsequent Counselling. The Deputy Head of College oversees, reviewsand implements policy. Emergency Drills are conducted each term for the whole CollegeCommunity and includes Fire Drills, Lock out and Lock down preparations.ExcursionsTeachers are responsible for Risk Assessment before excursions are confirmed.Preparatory activities, procedures for organising, procedures following an accident, andstudent/adult supervision ratios are documented.Professional StandardsProfessional Standards refers to the responsibilities of staff for students in their care duringclass time and at play/sport t
The COPTIC CROSS that appears in the middle of the logo is a representation of the Coptic roots of the college. The LOTOS LEAVES that gather the Coptic Cross are a symbol of Egypt as this plant is part of ancient Egyptian heritage. The COPTIC words EKOWABA means Holy in the ancient language of the Coptic Church. This word is used as
3. Coptic Curriculum grade 7-8. St Mark Festival. 2015 4. Fanous, Adrew. Coptic Language. WWW.christian-egypt.com. 2003. Retrieved 25-Jan-2016 5. Coptic Reader. Coptic Orthodox Church Diocese of the Southern United States. www.suscopts.org. Retrieved 25-Jan-2016 6. The Divine Liturgy: The Anaphora of Saints Basil, Gregory and Cyril. Second .
Why the Coptic Language ?!! mn 7 o pr c t v f x y The First Principle: 1. Church 2. Orthodox 3 Coptic w4 2q hg s 5. The Second Principle: 1. Identity 2. Link to the Past 3. Key to the Treasures of the Coptic Churchof the Coptic Church 9Language 9Bible 9Writings of the FathersWritings of the Fathers 9Lives of the Saints 9Liturgical Services
Coptic and medieval Latin both employ horizontal marks above letters to indicate abbreviations; Coptic also uses a horizontal mark to indicate that a consonant or . "Language mysticism in the Nag Hammadi texts and in early Coptic monasticism I: cryptography", in Enchoria: Zeitschrift für Demotistik und Koptologie. Wiesbaden: Harrassowitz.
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From a Coptic Orthodox Perspective Fr. Pishoy Wasfy (Coptic Orthodox Church) 1. . The Church Tradition (Tradition is the life of the church with all its practice as our Lord has delivered once for all to the apostles and the latter to faithful disciples)
Orthodox Church, St. John Armenian Church, the Grosse Pointe Public School District and particularly the staff at Brownell Middle School, Parcells Middle School, Pierce Middle School . John-Mina Ibrahim, St. Mark Coptic Orthodox Church Pete Souchock, Sts. Constantine & Helen Greek Orthodox Church Dave Willman, St. Lazarus Serbian Orthodox .
an emcee and speaker for Coptic Fellowship International. He is a graduate of Dale Carnegie Training Course. Jim is an Ordained Coptic Minister and is a board member of Coptic Fellowship International. He is also a facilitator for the new Coptic Self-Mastery Course. Jim’s personal
dance with Practices C 31, C 192, C 617 and C 1231 and Test Methods C 42 and C 873. 4.3 The results of this test method are used as a basis for 1 This test method is under the jurisdiction of ASTM Committee C09 on quality control of concrete proportioning, mixing, and placing
