School Context Statement

SCHOOL CONTEXT STATEMENTUpdated: 02/09

School number:0583

School name:MardenSeniorCollege

1.General information

Part A

Schoolname:MARDENSENIORCOLLEGE

School No.:0583Courier:R2/53

Principal:Peter Stamatakis (Acting)

Postal Address:1-37 Marden Road, Marden 5070

Location Address:1-37 Marden Road, Marden 5070

District:East

Distance from GPO:5 kmsPhone No.:08 83662888

CPC attached:NoFax No.:08 83620451

2005200620072008

February FTE Enrolment

PrimarySpecial, N.A.P. Ungraded etc.

Reception

Year1

Year2

Year3

Year4

Year5

Year6

Year7

SecondaryUngraded etc.195.5222.25253251.85

Year8

Year9

Year10

Year11153.85159.3211.05147.15

Year12295.75295.5281.65319.85

Year12plus99.686.76665.35

TOTAL745.15763.75811.7784.2

School Card Approvals (Persons)329545583540

NESB Total (Persons)168149115133

Aboriginal FTE Enrolment1.97.38.031.0

Part B

• Assistant Principals:

Sue Hickey.

Hank van der Wijngaart.

Evan Sierros (Acting)

Lucy Poloni

• College website address:

• College E-mail address:

• Staffing numbers

Leadership Positions

• Enrolment trends:

The College was staffed in 2008 on an enrolment of 750 FTE in Semester 1 and 610 FTE in Semester 2. An Average of 680 FTE.

• Year of opening:

MardenSeniorCollege was established in 1992 on the site of the former MardenHigh School and is one of South Australia’s seven designated adult re-entry schools.

• Public transport access:

Access to the College is via the O-Bahn, Circle Line, Payneham Road and Ascot Avenue Trans Adelaide routes.

• Special Arrangements:

MardenSeniorCollege is part of the Marden Education Centre, sharing the facility with the OpenAccessCollege.

2.Students (and their welfare)

• General characteristics:

MardenSeniorCollege enrols students who are:

-over the age of compulsion and returning to secondary education generally after a period away from schooling

-completing Year 13

-accessing VET and other specialist courses not available in their home schools.

• Support offered:

The College offers:

-a supportive adult environment

-personal, and careers counselling and other specialist support services on site including a transition broker and chaplain

-study skills courses

-adult literacy programs and literacy support

-tutorial learning support

-term 3 holiday revision courses

-Student Orientation Week

-an intensive English program for recent arrivals from overseas.

-A mentoring program for students under the age of 18 and for other students at risk

• Student government:

A Student Government Association is actively involved in the College decision making processes and in a range of other student initiated activities.

3.KeySchool Policies

• Vision

Innovation, Quality and Success for all students through best practice in senior secondary education and life long learning.

• Core Business

The main business of MardenSeniorCollege is the provision of senior secondary education for mature learners who can benefit from an adult learning environment.

The main goal of the College is to enable adult and near adult students from a wide variety of backgrounds and circumstances to experience success in their chosen pathways.

• Site Learning Plan Priorities

The 2009 - 2011 Site Development Plan is currently being developed.

The following three priorities have formed the strategic directions for MardenSeniorCollege for the last cycle of school development and quality improvement (2006-8). Each of these directions has been the driving force behind the collective effort of the staff and governing council and they have worked together to ensure services, programs and resources were developed and utilized to maximize student learning and fulfil the charter of the college within the community.

Strategic Direction 1:Focusing on students; strength and success in learning, participation and well being

GOAL:

To develop sustainable support structures which ensure the well being of MardenSeniorCollege students

OUTCOMES:

Identified and developed effective and appropriate mechanisms for supporting a diverse and changing student cohort

Improved attendance

Utilised effective early intervention to retain students

Mentoring Programs developed and implemented

Facilitated student action and voice on a range of college initiatives

Students bridged for individual success

Strategic Direction 2: Ensuring a world class, innovative curriculum

GOAL:

To develop a flexible and inclusive curriculum that enables MSC students to pursue chosen pathways

OUTCOMES:

Developed multiple pathways in SACE, VET and other courses

Demonstrated excellence and success

Provided flexibility of curriculum delivery as a response to student needs

Strategic Direction 3:Strong and sustainable College profile and identity

GOAL:

To continue to develop a sustainable learning environment that is a preferred option for post-compulsory students

OUTCOMES:

Implemented flexible delivery options within a range of courses

Ensured community representations and involvement of community agencies at the College

Developed significant partnerships with a wide range of community organisations

Built a positive and recognisable profile for College through successful publicity, communication and marketing

• Recent key outcomes

-Development of a transparent Decision Making Policy and accompanying procedures, including a process for reviewing and developing College policies.

-Strengthening the diverse voices of students, parents and community members in site governance and local decision making.

-Implementation of a coordinated, professional and fully resourced marketing strategy.

-Creation of numerous additional accredited pathways through expansion of certificate offerings in a range of VET industry areas.

-Improvement of community links and the development of new partnerships to create additional pathways, improve governance arrangements and respond to new student needs.

-Development of new and more flexible teaching methodologies, including the increased use of ICTs and online learning.

• ISO9001:2000 Quality ManagementSystem

MardenSeniorCollege is involved in the ongoing development, implementation and maintenance of a quality management system that meets the requirements of the AS/NZS ISO 9001:2000 “Model for Quality Management”.

The College ensures that staff understand and implement the requirements of the quality management system. Training includes new staff induction, training for those changing roles within the College, ongoing quality awareness training and training resulting from an analysis of needs including the results of internal audits and Management Review Meetings.

Customer needs and concerns are identified through an analysis of customer complaints and through customer feedback. Information and data from these sources may result in corrective or preventive action, if appropriate, and shall be assessed and discussed at Management Review Meetings.Customer needs and concerns are communicated to staff.

4.Curriculum

MardenSeniorCollege provides students with a wide range of subjects and programs and seeks to build in flexibility of delivery, offerings and timetable to meet the needs of the community. To this end the College currently offers numerous study pathways in the following key areas:

• SACE Stage 1 and Stage 2

More that 40 separate subjects are offered towards the SACE at Stage 1 level. Block status for the SACE at Stage 1 level is offered to students who qualify however many students use Stage 1 to update skills in preparation for Stage 2.

At Stage 2 a choice of over 46 different study programs/subjects is offered – arguably the widest range of subjects of any secondary school in the State.

At both Stage 1, Stage 2 and in the Vocational Education & Training (VET) area significant numbers of students from other secondary schools study programs not available in their own schools. Increasingly schools – both public and private – utilise the broad subject offerings of Marden to supplement and broaden choices for their own students.

In conjunction with the School of Languages, Marden provides programs in a broad range of languages at the Accelerated (Beginners) level.

• VET Certificate Courses

The College currently offers the following VET study options:

Certificate II in Business*

Certificate III in Business Administration*

Certificate IV in Business Administration*

Certificate IV in Business Management

Certificate III in Information Technology (Software Applications)

Certificate II in Multimedia*

Certificate III in Multimedia*

Certificate II in Visual Arts & Contemporary Craft (Photo-imaging)*

Certificate III in Visual Arts & Contemporary Craft (Textiles)*

Certificate III in Visual Arts & Contemporary Craft (Painting and Drawing)

Certificate II in Sport and Recreation

Certificate III in Children’s Services

Certificate IV in Design

Vocational Geoscience

* The College in conjunction with the OpenAccessCollege is a Registered Training Organisation (RTO) for delivery of these options.

Approximately 20% of total College enrolments are in VET courses and include significant numbers of students from East District schools as part of the district VET sharing arrangement. The College also encourages study through school-based traineeships in cooperation with industry; has an extensive. Workplacement program and has recently entered into its first partnership agreement with another school to deliver Certificate II in Business under an RTO partnership agreement.

• Bridging Courses

The College offers options that assist students on their particular ‘pathway to success’. Amongst the most prominent of these are:

-the Adult Literacy and Literacy Support programs which enable students to strengthen fundamental literacy skills

-a range of options that focus on students for whom English is a second language, including supporting students who are newly arrived from overseas,those who have limited skills and those who wish to have more intensive practice or focus on a particular area of proficiency development

-Access 10 Certificate (formerly CAGE - Adult General Education, a nationally accredited course produced by the Canberra Institute of Technology for adult students who wish to prepare themselves for entry to Stage 1 or to other education institutions eg TAFE, Defence forces

• Enrichment Courses

Prospective longer term students often begin their Marden experience by registering for courses of an enrichment nature. The primary courses offered as enrichment include:

-a comprehensive range of Computing Skills courses – both in the day and evening -covering a range of software including Microsoft Word, Excel, PowerPoint, Access and Publisher as well as Photoshop, MYOB training and Internet/Email. These courses are offered in accessible 6 week blocks and are structured to encourage students moving onto the next level

-Introductory Photography where an introduction to the development of skills and knowledge in the use of Single Lens Reflex camera black and white photography, processing and printing techniques is the focus

• Teaching Methodology

Adult learning principles underpin teaching and learning at MardenSeniorCollege. In general this means the College:

-seeks to support the physical, social and psychological aspects of our students as well as the study/learning needs

-focuses on the development of student self confidence and self esteem as learners

-recognises that adult learners bring a rich level of past experience to the learning process

-realizes that adults are motivated by individual needs and personal drive

-understands that success reinforces the learning process

-acknowledges that adults have individualistic learning styles and develops learning programs in accordance with those styles

The College is a highly technologically-enabled environment. Teaching and learning is well supported through student use and access to information and communications technology (ICT). ICT enables students to access curriculum materials, resources and teaching staff in a timely fashion including the provision of access from home (via Netstorage and College based email).

In addition a number of programs use increasingly flexible modes of delivery to ensure students are able to access learning in modes more appropriate to their situation and background. Examples of these include the web based Stage 1 Australian Studies and CD based Studies of Societies courses and the Stage 2 Vocational Studies B and A courses which provide linked learning opportunities for the South Australian Institute of Sport (SASI) athletes.

5.Sporting Activities:

Students have free access to the adjacent MARS Sporting Complex at lunchtime for recreational use.

6.Other Co-Curricular Activities:

At the beginning of the year the College runs an Orientation Week during which students are introduced to all aspects of College life.

Various clubs and activities are initiated from year to year depending on student interest. In 2008 the College organised and successfully conducted a Formal for the first time.

7.Staff (and their Welfare):

• Staff profile

The staff consists of a highly skilled, experienced and dedicated team (approximately 50 teaching staff and 13 ancillary staff

• Leadership structure

The College’s Leadership Committee consists of the Principal, four Assistant Principals and nine Coordinators. This group meets approximately 4 times per term.

The Administration team, consisting of Principal, Assistant Principals and Administrative Officer meets weekly throughout the year.

• Staff support systems

All staff actively participate in the school’s Performance Management scheme, an annual cyclic 4 step process of 1) setting priorities/goals that challenge us to develop and improve 2) working on strategies to achieve goals 3) collecting and analysing feedback and 4) summarising achievement and identifying goals for future improvement.

Line Management arrangements are established for this purpose, with designated leaders accountable for small groups of staff.

Learning Area teams (or Faculties) provide strong professional support to teachers, while a well developed committee and sub-committee structure supports participation in governance, decision-making and planning.

• Deployment of Staff

As well as supporting a designated learning area, Coordinator positions also have a specific responsibility for an aspect of whole-of-College leadership. These include Learning Support and Adult Literacy, VET and Quality Assurance, Schools Liaison, Health Programs, Community Partnerships and Programs and Flexible Deliveries.

An experienced ancillary staff team is deployed in various ways including grounds, Student Services, information systems and learning support.

• Access to special staff

The East District Office provides a range of support services and specialist expertise.

• Training & Development

MardenSeniorCollege has a history of support for the training and professional development of staff in order to provide the best learning and service for adult students. An Annual Program of T&D is developed each year which focuses on system, local and personal priorities and goal setting. The Annual Program incorporates a range of activities including spotlight sessions at staff meetings; a twilight program; an end-of-year program; individual and group sessions; outsourcing arrangements and a Friday afternoon session once per term.

Extensive recording (via specifically developed database) and evaluation of the T&D program is undertaken each year.

The majority of staff at Marden are actively involved with SSABSA as moderators, markers, chief assessors, on subject advisory committees and with direct input to curriculum statement development and redevelopment.

• Performance Development

All staff are involved in the MSC Performance Development process (an annual cyclic 4 step process) of 1) setting priorities/goals that challenge us to develop and improve 2) working on strategies to achieve goals 3) collecting and analysing feedback and 4) summarising achievement and identifying goals for future improvement.

8.Incentives

• Complexity Placement Points:

From 1995, staff at the College have accrued an additional 0.5 complexity points.

• Designated Schools Benefits:

Staff who teach during evenings gain TOIL (Time Off In Lieu).

Those staff involved in holiday revision or enrolment programmes also gain TOIL.

9.School Facilities

• Buildings and grounds:

The physical environment is attractive and well maintained. All teaching rooms are air-conditioned, heated and provide access to computer technology.

• Specialist facilities include:

The Photography room containing photolab workshop, three art rooms including a design suite Apple Macs, 3 PC rooms, an Integrated Business Administration suite with a virtual office and a network of PCs and the Multi Media Centre containing Apple Macs.

Students have access to the Internet in every teaching room/area.

• Student facilities:

The College has:

-a modern, well structured Resource Centre (library) open until 7.15 pm Monday, Tuesday and Wednesday

-a Tutorial Centre for students with a network of PCs and IT facilities for visually impaired and dyslexic students

-a cafeteria

-a Lecture Theatre with access to multi-media equipment for Power Point presentations

-access to gym facilities

-a comprehensive range of support services on site

• Staff facilities:

There is access to an office, phone, digital photocopier and computers for each staff member. Staff have access in each office to EDSAS and the Internet, as well as their own e-mail address. Most communication in the College is done electronically.

• Access for students and staff with disabilities:

A lift and outside ramps allows wheelchair clients access to all areas.

• Access to bus transport:

Easy access to transport corridors including the O-Bahn Busway.

• Other:

A sporting complex on adjoining land has been established by a private developer. Access to basketball, netball, soccer, volleyball and badminton is available. The College has access to an adjacent Council owned grassed sporting area.

10.School Operations

• Decision making structures

Decisions are participatory and are achieved through regular staff meetings and a committee system.

• Regular publications

A newsletter, ‘Marden Matters’, is produced each term. Student and staff notices are produced on a daily basis. A Student Course Information Handbook is published in Term 3 to coincide with the beginning of the major enrolment cycle for the next year. All students receive a copy of the College diary and specially designed pamphlets outlining aspects of the College operations.

• Other means of communication:

A series of communication files, containing a folder for each student, is used to convey other information. Notice boards highlight key dates and requirements. All students have an email address and many staff use email and SMS to communicate with students. Large digital screens are also being installed strategically around the college.

• School financial position:

The College is in a sound financial position and is committed to the provision of leading edge technology, resources and training for staff and students.

• Special funding

MardenSeniorCollege, in partnership with the OpenAccessCollege, is a Registered Training Organisation (RTO). The RTO actively seeks additional funding from Federal Government, State Government and local district sources.