ANNUAL REPORT 2019

An Independent Catholic Boarding and Day College For Boys From Years 5 to 12Conducted and Governed By Marist Schools Australia

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VisionMarist College Ashgrove is governed by the Provincial and Council of the Marist Brothers.

As partners in Catholic Education under the patronage of the Archbishop of Brisbane we commit ourselves to continuing the development of an authentic Catholic School which:

Is founded on the person of Jesus Christ and enlivened by the Gospel

Exists within the vision of our founder, St Marcellin Champagnat, who established Marist education to ensure that we “make Jesus known and loved”

Follows Jesus in the way of Mary

We are a faith community, based on the beliefs and practices of the Catholic Church and the life of Jesus Christ. As was Champagnat’s, our vocation is to make Jesus known and loved, and we draw on the

inspiration of St Marcellin and the Marist characteristics of family spirit, presence, simplicity, love of work and being in the way of Mary.

Our students are encouraged to demonstrate good scholarship, a love of learning, independence in thought and action, and the readiness to take responsibility for their own formation.

Members of the College family act courageously and stand in solidarity, committed to the creation of a more just world.

Mission

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Contents

From The Headmaster .......................................... 4

St Marcellin Champagnat .................................... 6

Descriptive Information ....................................... 6

College Profile 2019 .............................................. 8

Marist College Synopsis ...................................... 8

Strategic Leadership and Management ........... 9

College Leadership Team .................................... 9

College Directory ................................................ 11

College Framework ............................................. 12

A Taste of Life at Marist College Ashgrove .... 14

Religious Education ............................................ 14

Parents & Friends Association ......................... 14

Marist College Ashgrove Foundation .............. 15

Teaching And Learning ...................................... 15

Visual Arts ............................................................ 15

Business ............................................................... 17

Drama.................................................................... 17

English................................................................... 19

Film, TV and New Media .................................... 19

Health & Physical Education ............................ 21

Secondary Sports: Memorable Moments ...... 21

Primary Sports: Memorable Moments ............ 21

Humanities ........................................................... 21

Languages ............................................................ 23

Mathematics ........................................................ 23

Music .................................................................... 23

Religious Education ............................................ 25

Science ................................................................. 25

Technology ........................................................... 25

Industrial Technology ......................................... 25

Digital Technologies ........................................... 26

Hospitality............................................................. 26

Staff Profile .......................................................... 27

Statistical Information ........................................ 27

Staff Professional Development ....................... 28

Professional Development Initiatives .............. 28

Student Profile ..................................................... 28

Test Reporting: NAPLAN Summary 2019 ......... 29

Year 12 Performance Outcomes Report .......... 29

QCAA Summary ................................................... 29

Senior Awards ..................................................... 30

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Dear Members of the Marist Community,

At the very heart of a Marist education are the defining elements of Simplicity, A love of our work, Presence, Family spirit and In the way of Mary. These elements have always been central to the College throughout its long and vibrant history and

we, the students, staff, Brothers and families of Marist College Ashgrove strive to uphold them in all that we do.

Since its foundation in 1940, Marist College Ashgrove has provided boys from a wide range of backgrounds with the opportunity and encouragement to realise their potential - academically, spiritually, physically and socially. With a focus on excellence in all pursuits, the College has proudly stood as a fine example of education in the Marist tradition.

Marist Schools Australia theme in 2019 was Holy Today. This theme was inspired by GAUDETE ET EXSULTATE (Rejoice and Exult), the apostolic exhortation written by Pope Francis on the call to holiness in

today’s world. Dr Frank Malloy, the National Director of Marist schools Australia writes, “Our response as Marists, is to respond to the call to holiness in a practical way for our own time, with all its risks, challenges and opportunities.”

Put simply, Pope Francis tells us, “We are called to be Holy by living our lives with love and by bearing witness in every thing we do, wherever we find ourselves…. Be holy by living out your commitment with joy.”

Marist College Ashgrove is characterised by a unique sense of ‘College family’ amidst an enrolment mix comprising day boys, weekly and full time boarders. Our comprehensive pastoral care programs create a safe, welcoming and comfortable environment where long-lasting friendships are formed and boys are encouraged to be themselves and be the best person they can be.

The 2019 Annual Report paints a picture of a College successfully striving to live out its mission within a rapidly changing world. It highlights many achievements and celebrations. One of which I am extremely proud is the over 3,000 hours of Christian service performed by the Senior class. It is a significant contribution to the least favoured of our local community.

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The founder of Marist Education, St Marcellin Champagnat encouraged young people to:

• Be good Christians and good citizens

• Be wholeheartedly involved in the communities to which they belong

• Want to do things “with people”, not “for people” nor “to people”

Academically, many of our boys achieved their personal best in 2019 and they are deserving of our congratulations:

• 53.91% of Year 12 students received an A or B on the Queensland Core Skills Test

• 26.56% of our Year 12 students received an OP1-5

• 38.28% received an OP 1-7

• 59.38% received an OP 1-10

• 85.94% received an OP 1-15

Eight (8) boys gained entry into highly competitive Bachelor of Music positions at the Queensland Conservatorium - Griffith University, the Queensland University of Technology (QUT) and the JMC Academy. Many boys commenced apprenticeships, traineeships and work.

NAPLAN results were above state and national average.

In sport, the College secured three (3) of the ten (10) AIC aggregate placings in Rugby, Track and Field and Cross Country.

There are many people who contributed, in a myriad of different ways, to the activities and achievements of Marist College Ashgrove during 2019. To them I offer my sincere thanks. Through them we see how the hard work of members of our College community results in a diverse range of accomplishments that we can all justifiably celebrate.

God Bless,

Mr Peter McLoughlin Headmaster

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ST MARCELLIN CHAMPAGNAT FOUNDER & EDUCATOR

Marist Education• Simplicity of approach

• Focus on essentials

• A happy atmosphere

• Kindness

• Informal relationships

• Dialogue

• Inculcate fundamental human qualities and values

Education In The Service Of Life• Encourage an enthusiastic impulse

• Love of life

• Respond to the need for friendship, communication and connectedness

• Show a sympathy for people and things

• Exhibit an appreciation of culture and religious aspirations

• As a true educator give witness to real values

A Warm Understanding And Empathy With People• A child must feel loved and appreciated for his own sake

• Education is a love based dialogue

• Any artificial pose will smother the “joie de vivre”

• Attitudes are open and genuine

• No place for cold, impersonal discipline

Love Of Work• Good order

• Proper respect

• Working at tasks together

A Feeling For The Individual And Confidence In Youth• Identify with students' aspirations

• Follow a student’s progress with love and sympathy

• A companionship, walking with approach

• Giving confidence to face the unknown

A Readiness To Adapt – To Seek New Solutions• Know the culture

• Be attuned to the times

• Involve the parents

DESCRIPTIVE INFORMATION

An Independent Catholic Boarding and Day College for Boys from Years 5 to 12.

The College is conducted and governed by the Trustees of the Marist Brothers ABN 91 064 875 510. Marist College Ashgrove ABN 13 937 359 780.

A body corporate pursuant to the provisions of the Roman Catholic Church Communities Lands Act 1942.

Contact:Marist Ministries OfficeLevel 1, 247 Coward StreetMascot NSW 2020Phone: +61 2 9218 4000Email: reception@marists.org.au

College Location AddressMarist College Ashgrove142 Frasers RoadAshgrove Qld 4060

College Postal Address

Marist College AshgrovePO Box 82Ashgrove West Qld 4060

Phone: +61 7 3858 4555Fax: + 61 7 3858 4502Email: marist@marash.qld.edu.auWebsite: www.marash.qld.edu.au

EnrolmentsPhone: +61 7 3858 4507Email: enrol@marash.qld.edu.au CRICOS No.: 00670F

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COLLEGE PROFILE 2019

Enrolment / Year Group Shape• Years 5 and 6: 140 students per Year level

• Years 7 to 12: Between 240 and 250 students per Year level

• Presently enrolment intakes occur at:

– Year 5 (140) – Year 7 (additional 100) – Other Year levels – offers of enrolment made from

waiting lists• Total Enrolment is maintained at around 1,600 students

(including approximately 170 boarders)

Boarding Provision• Boarding is for Years 6 to 12 with preference to rural and

remote families

• Full capacity is 215 – 220 depending on Year level

• Five (5) Residential Houses – La Valla, Montagne, Hermitage, Fourviere and Terence

• Current boarding numbers: 170

• Country Areas: Our catchment of boarding students extends from remote areas of the Northern Territory (Tennant Creek, Katherine), Western Queensland (Cloncurry, Longreach and Blackall) to Northern NSW (Bourke, Walgett and Moree)

• FFOS: Eleven (11) mostly from PNG, Hong Kong and Solomon Islands

• A limited number of weekly boarders are accommodated in the senior residences on a case by case basis where day families are seeking weekly boarding arrangements. Priority is given to Year 12 applications

Religious Affiliation• Marist College operates as a religious work of the Marist

Brothers and the Catholic Archdiocese of Brisbane

• Catholic: 83%

• Non Catholic: 17% (predominantly Anglican, Uniting, Lutheran, Presbyterian)

Families• Total number of families: 1,316

• 1 student: 1,039

• 2 students: 237

• 3 students: 38

• 4 students: 2

Name of School: Marist College Ashgrove

Primary/Secondary/P-12: Boys’ Boarding and Day College, Years 5 to 12

Date of Foundation: 1940

Founding Religious Order: The Marist Brothers

Foundation Headmaster: Brother Ignatius O’Connor

Present Headmaster: Mr Peter McLoughlin

School Motto: Viriliter Age – Act Courageously

Significant Milestones In The College’s HistoryFormerly a seminary, the twenty six (26) hectare College property was purchased by the Marist Brothers in 1939 with school starting in January 1940. During World War II the Army took over the property and the school was temporarily re-located to Eagle Heights. The one building that remains from the seminary days is the iconic white “Tower” block, a prominent landmark in the Ashgrove area. In 2019 it was lovingly restored to its former glory and is once again a true “working” building on the campus, and now includes a function area, two (2) upstairs classrooms and administration staff offices. There has been a continuous program of building at Ashgrove for most of its life – one of the few schools to boast its own swimming pool when it opened in 1940, the building of the Carrick Wing in the 1950s, the dormitory blocks in the 1960s and again in the 1990s, the Chapel and Religious Education Centre in the 1970s, the Primary school and the Champagnat Centre and Gymnasium in the 1980s, the Farrelly Resource Centre in the 1990s, and the $11 million state-of-the- art Performing and Visual Arts Centre, to name a few. The Br Alex Turton Science Centre with a range of innovative learning spaces was opened in 2010 and the $5.5m Swimming Pool Complex was completed in 2015.

Throughout its history, Ashgrove has had a proud tradition as a boarding school, welcoming students from remote and regional areas of Queensland, Papua New Guinea, the Pacific region and parts of South-East Asia. The emphasis on boarding reflects the priorities of the founder of Marist Education, St Marcellin Champagnat, who established schools to serve the needs of those denied an education. After the careful and generous stewardship of fifteen (15) Marist Brothers as Headmasters since 1940, history was made with the appointment in 2009 of the first lay Headmaster, Mr Peter McLoughlin.

Points of InterestMarist College Ashgrove educates 1,635 boys, 170 of whom are boarders. The College has a proud academic and sporting tradition and is prominent amongst Queensland schools for the quality of its music and arts programs. In the senior years, students can pursue a range of options in the highly regarded Vocational Education Training program. Pastoral care in the secondary school is facilitated through the House system, each House being named for a prominent figure in the history of the College – Ridley (outstanding sportsman), Ephrem (much loved Marist Brother), Foley (prominent in the College Parents and Friends), Gilroy (gifted music teacher), Harold (revered Marist Brother and foundation staff member), Ignatius (foundation Headmaster), Rush (much loved Archbishop of Brisbane), Slattery (outstanding teacher and role model).

MARIST COLLEGE SYNOPSIS

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Notable Past Students• Bishop Brian Heenan

• Bishop James Foley

• Sir Julius Chan (former Prime Minister of Papua New Guinea)

• Hon Kevin Rudd (former Prime Minister of Australia)

• Des Connor (Rugby Union)

• John Eales (Rugby Union)

• Matthew Hayden (Cricket)

• Andrew McGahan (Novelist)

• Michael Gerard Bauer (Author)

• Humphrey McQueen (Historian & Cultural Commentator)

• Judge Kerry O’Brien (Judge)

• Ray Meagher (Actor)

• Bill Ludwig (Trade Unionist)

• Stephen Hagan (Academic & Aboriginal Activist)

• Denis Callaghan (Teacher & College Captain)

STRATEGIC LEADERSHIP AND MANAGEMENT

Following an organisational review in 2004, the governing authority for the College (the Br Provincial and Council for the Marist Brothers) authorised the Headmaster to establish two (2) strategic committees:• Strategic Directions and Policy (College Leadership

Team)

– Incorporation of Year 7 into secondary through a Year 5 to 12 continuum model at Marist College Ashgrove

– Implementation of a new College Leadership Structure that reflects the Years 5 to 12 continuum model

– Staffing is aligned to and sufficient to provide the Years 5 to 12 continuum for a school of 1710

– Review and redevelopment of physical facilities to support the continuum of Years 5 to 12 in a school of 1710 students

• Finance Advisory Committee

Other Management Committees

• Foundation Board

• Pastoral Leaders

• Curriculum Leaders and Subject Coordinators

• Boarding Coordinators (Heads of Boarding Residences)

Reference Committees

• Boarding Forum (Boarding Student Representatives)

• Co-Curricular

• Information and Communication Technologies

• Facilities and Services Coordination

• Student Forum (Day School Student Representatives)

• Workplace Health and Safety

• Consultative Committee

Standing Committees

• Sony Children’s Camp

• Staff Social

• Year 12 Retreat

Associations

• Old Boys

• Parents & Friends

COLLEGE LEADERSHIP TEAM

Headmaster: Mr Peter McLoughlin

Deputy Headmaster: Mr Bruce McPhee

Head of Students: Mr Brett Gillett/Mr Peter Serone

Head of Teaching and Learning: Ms Angela Simpson

Head of Data & Pedagogical Practice: Mrs Roxanne Rosenberg

Head of Mission: Mr Luke McMahon

Head of Boarding: Mr James Cooper

Head of Staff Services: Mrs Julie Ward

College Business Manager: Mr Stephen Porter

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COLLEGE ACADEMIC AND PASTORAL LEADERSHIP DIRECTORY

Heads of Key Learning Areas

Name Department

Ms Christine Larsen Art

Ms Judith Jones Business

Mrs Rebecca Taylor Drama

Mr Stephen Littleton English

Mrs Jacqui Klowss Mathematics

Mrs Sandra Rout Film & TV

Mr Tim Sedgwick Health & Physical Education

Mr David O'Brien Humanities

Mr Craig Robinson Technology

Mrs Lucia Del Vecchio Languages

Mr Andrew Butt Music

Mr Paul Mitchell Religious Education

Mr Andrew Fogarty Science

Heads of Associated Departments

Name Department

Mr Andrew Devoy Industrial Technology

Pastoral Leaders

Name Department

Mr Tony Byrne Ephrem

Mr Stan Kosiek Foley

Mr Adam Knight/ Mr Brett Gillett Gilroy

Mrs Veronica Grant/ Mr Brendan Kiernan Harold

Mr Gerard Monsour/ Mr Terry Quain Ignatius

Mr David Meehan Ridley

Mr Phil Holding Rush

Ms Megan Wandell Slattery

Mr Michael Connolly Years 5 and 6

Program Leaders

Name Department

Mrs Mary Stirling Head of Digital Learning and Information Services

Mrs Bernadette Byrne Head of the Centre for Learning Enrichment

Mr John Lee Information Technology

Mr Jack Johnson Technical Production

Mr David Miles Sport

Mr Peter Gaiter VET and Careers

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Cathy S. T. (2004). It’s Better to Build Boys Than Mend Men. Decatur, GA: Looking Glass Books.

COLLEGE FRAMEWORK

Marist College Ashgrove is a Catholic boarding and day school for boys where education is centered on the person of Christ and permeated with belief in his assurance.

“I have come that you may have life and have it to the full” (John 10:10)

The College Framework stems from the UNESCO document “Learning the Treasure Within” which is referred to in “In the Footsteps of Marcellin Champagnat – A Vision of Marist Education Today”.

Based on the UNESCO document, education throughout life (not just in the classroom) is based on four (4) pillars as seen below. As Marist educators, we agree that “teachers who confine themselves to improving information to their pupils would only be doing the minimum part of their job”. This is from where the Framework stems.

MCA GRADUATE

LIVI

NG

TO

GET

HER

KNO

WIN

G

DO

ING

BEI

NG

PHYSICAL INFRASTRUCTURE

HUMAN RESOURCES

STAFF

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A TASTE OF LIFE AT MARIST COLLEGE ASHGROVE

Marist College Ashgrove has a proud history of outreach to others – often with a particular focus on the vulnerable and marginalised. The Marists Are Taking Everyone Seriously (MATES) Ministry program exists for students, staff and community members to be in solidarity with various national and international agencies and programs. It is designed as a practical witness to our mission.

These service programs centre on two (2) major themes:

• The Dignity of the Person

• The Nurturing of Right Relationships

MATES is a school-based community service program. It is about engagement with and right relationship with the local, national and global communities in which we live. We also hope that out of a true sense of solidarity, our students, both present and past, would increasingly be asking questions about ‘why’ and ‘how’ the world and her people suffer. The Marist College Ashgrove community logged in excess of 9,800 hours of service in the 2019 year. MATES has as its standard: Faith to believe; Courage to do.

RELIGIOUS EDUCATIONThe Religious Education (RE) program at Marist Ashgrove aims to ‘form students to be literate in the Catholic and broader Christian traditions, as well as an understanding of World Religions, so that they might participate critically and effectively in faith contexts and the wider society’ (Brisbane Catholic Education Religion Curriculum P-10, 2013).

From a Marist perspective, Marcellin had, as one of his main aims of education, to ‘make Jesus known and loved’. This is our challenge as we endeavour to honour his dream.

The Religion Curriculum P-10 was launched in 2013 by Brisbane Catholic Education and includes core content and skills which are mandatory for all students. Marist College Ashgrove teaches interrelated religious knowledge, deep understandings and skills under the four strands and sub-strands for each year level as follows:

• Sacred Texts (Old Testament; New Testament; Christian Spiritual Writings and Wisdom)

• Beliefs (Trinity: God, Jesus the Christ, Spirit; Human Existence; Religions of the World)

• Church (Liturgy and Sacraments; People of God; Church History)

• Christian Life (Moral Formation; Mission and Justice; Prayer and Spirituality)

These interrelated strands are taught in ways that are appropriate to an all-boys educational context and are reflective of the Marist Charism. The course is also designed around four (4) 21st Century contexts: societal, ecclesial, educational and digital. Students, across all Year levels, use a range of digital resources in the study of this subject. The educational context focuses on promoting a learning environment that provides the best potential for boys to succeed.

The RE curriculum within our College currently offers the following courses:

• Religious Education Years 5 to10

• Years 9 and 10: Game Changer from Marist Schools Australia

• Years 11 and 12: Queensland Curriculum and Assessment Authority (QCAA) applied subject Religion & Ethics

• Years 11 and 12: QCAA general subject Study of Religion

• Years 11 and 12: Certificate III/IV in Christian Ministry

PARENTS & FRIENDS ASSOCIATIONAmity

• Assisted in the running of the Parent Dinners & Cocktail functions for parents of Years 5 to 11

• Coordinated volunteers to provide morning tea for the Grandparents Day concert

Boarder Support

• Fortnightly Friday afternoon teas for all boarders

• Mothers’ Day and Fathers’ Day card making evenings for all boarders

• Year 7 to 9 Hygiene Talk

• Organise corsages for year 12 boarders

• Year 11 & 12 Night on the Green - social musical night with female boarders

• Year 11 Etiquette Dinner with Stuartholme boarders

• Year 11 washing, ironing and sewing evening

• Year 11 Finance and Law talks

Card and Games Day

• Hosted card and game days each term for the local community

Fundraising

• Walkathon

• Two (2) Fee raffles

• Entertainment Books

• Donated $160,000 to the College at the end of December

• Added umbrellas to our range of supporter merchandise

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Sports Canteens

• Parent volunteers and co-ordinators assisted with weekend sports canteens

Other

• Initiated the Mother & Son walk and brunch

• Welcome drinks for Year 5 parents

• “MATES” barbecue for the homeless in first two weeks of

December

MARIST COLLEGE ASHGROVE FOUNDATION: CREATING OPPORTUNITIESThe Foundation Building Fund came into being in 1998 with the Champagnat Trust following in 2005.

The Building Fund, since its inception, has been able to provide support to the College’s building program. The parent contributions have provided us with a vehicle that helps the College to continue to improve the state of the art facilities for our students.

The Champagnat Trust, with the main fund raiser being the Sports Lunch, enables us to follow in St Marcellin’s footsteps, by offering a Marist education to boys. The bursaries provided, to date, have changed the lives of 65 young men.

TEACHING AND LEARNINGStudents at Marist College Ashgrove are encouraged to demonstrate good scholarship, a love of learning and independence in thought and action. They pray regularly for the courage to choose what is right, to not to be content with mediocrity, and 2019 has seen every member of our College community striving for excellence. 2019 has seen the College community striving to 'know, do, be and live together' in all facets of learning and life.

The introduction of the new QCE in 2019 saw the largest curriculum redesign in recent history with a focus on a skill based education using Marzano and Kendall’s taxonomy. An academic skills program was created and resourced to complement the skill development already happening, in context, within faculty areas. Our curriculum is designed to be academically rigorous and students are encouraged and supported to reach their individual potential. As students develop and learn in different ways and at different rates, Marist College Ashgrove accommodates developmental and learning differences through its work programmes, pedagogy and support structures.

Opportunities for students to extend themselves have been offered in many areas. Extending from Science Week competitions, to Tournament of the Minds, Model UN and Cyber Taipan competitions, all of our students are able to find an academic challenge that enhances the skills in learning for life.

As a College, we are enthusiastic, excited and ready to continue providing pathways for our students that are interesting, relevant and challenging for students with a diverse range of abilities and talents.

VISUAL ARTS• Senior Visual Art students were involved in a range of artist

talks and workshops throughout 2019; Year 11 students with multi-media artist Simone Eisler, world- renowned photographer Dr Joachim Froese and professional collector, John Graham and Year 12 students with photographer and lecturer at Griffith University, Dr Martin Smith

• Visual Arts in Practice students participated in industry visits throughout the year to graphic design, printing, advertising and billboard businesses including The Print Bar, Urban Arts Projects, GOA Billboards and the Street Art precinct in South Brisbane

• Year 9 to 12 Visual Art students also had the opportunity to partake in excursions to venues including Gallery of Modern Art, Mitchell Fine Art Gallery, Brisbane Powerhouse to view the World Press photography exhibition, The William Robinson Gallery at Queensland University of Technology (QUT) and Reverse Garbage

• Year 9 Visual Art students participated in a full day photography workshop with professional photographer Jim Filmer, as part of their unit, “The Captured Image.” Marist College Ashgrove was awarded a full day photography workshop through an application made to the Moran Arts Foundation and students had the opportunity to develop skills and techniques in photography which included composition and narrative

• A number of students across various year levels entered competitions throughout the year, including the Moreton Bay Regional Youth Art Award and The Creative Generation Excellence Awards in Visual Art, where two (2) of our Year 12 students represented the College and had work on display in the Regional exhibition at Brisbane Institute of Art. One student received a commendation award for his installation which consisted of drawing, painting and sculptural elements. A Year 11 student was also successful in gaining a place on the Art Enquirer Writing Program, facilitated by Flying Arts, culminating in an essay being published in a professional Art journal

• Artwork by students across all Year levels formed part of the Inaugural Tower Art Show, where student work was exhibited alongside the work of professional artists in the newly refurbished Tower Block function spaces

• Three (3) of our Indigenous students participated in the Design Tracks Creative Pathways Residential Camp facilitated by GOMA and Giliimba Indigenous Design Agency which allowed them to work with practicing Indigenous artists over three (3) days through practical workshop activities, mentoring and presentations relating to Indigenous art and culture

• 2019 saw the first group of Year 11 students undertake curriculum based on the new Senior General Visual Art Syllabus and the final group of Year 12 Visual Art students working on the Authority Visual Art syllabus

• Art Club was offered as a weekly co-curricular activity for boarding students and interested day students, which allowed them to learn new skills and create art across a number of different media areas, including ceramics, photography and textiles

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• Artwork of the Month continued throughout 2019 in recognition of the focus and commitment shown by a selected student each month in developing an effective and high-quality artwork in response to the task criteria

• The launch of the Centenarian project in Brisbane, which involved 100 teenage artists who were matched with 100 Centenarians from Brisbane and surrounds, saw one of our Year 10 students produce a portrait of a 100 year old resident from The Gap. The initiative culminated in an exhibition of all portraits produced as part of the project at the Hub in Morningside and then gifted back to the families of the Centenarians, as a memento of the invaluable project

• Creative Industries week, which is an annual event that takes place in Term 2, allowed for students to view and experience activities, performances and practical workshops in the areas of Visual Art, Drama, Music, Technology and Film and Television and New Media. This also included a Visual Art exhibition of artwork from Years 5 to 10 and a live mural painting session by urban artist Sarah Sculley, who was at the College for the remainder of the week to work with the Year 12 Visual Arts in Practice students in developing a number of murals within the “Arts” precinct of the College

• The annual Graduate Arts showcase took place at the end of the school year to celebrate the Arts at Marist College Ashgrove and the successes of graduating students in Visual Art, Drama and Film and Television and New Media

• Visual Art staff participated in a number of professional development opportunities throughout the year including the Queensland Art Teachers Annual State Conference and the International Society for Education through Art conference in Vancouver at which one staff member presented a workshop. Staff were involved in various QCAA professional development programmes in preparation for implementation of the new senior assessment processes for the General subject of Visual Art and the Applied subject of Visual Arts in Practice. This saw staff participation in the first Endorsement event and the writing process for the external assessment as well as training for Confirmation and marking of the external assessment in 2020

BUSINESS• Financial skills continue to be considered vital for

a successful transition from a school setting to the adult world. To assist with this transition, the Business Department subjects have given students the opportunity to develop an understanding of how to manage their own money and solve financial literacy problems

• An integral part of Year 8 Business was the Buy Smart Competition. This competition is designed to increase students’ knowledge and understanding of financial and consumer issues

• Ventures were undertaken in Years 9 to 12 in order to provide opportunities to develop entrepreneurial and teamwork skills. As the boys want their profits to have a positive impact on the environment and society, all funds raised are donated to charities. Donations were given to the RUOK Foundation, the St Vincent De Paul Christmas Appeal and Marist Solidarity. It is encouraging that the boys are not just interested in the financial return but rather the social impact their money can make for someone less fortunate

• In the Not-For-Profit Unit in Year 12 Business Management, students investigated specific issues and challenges facing key stakeholders in this sector. They applied their entrepreneurial skills to establish a new not-for-profit organisation. The boys delivered a multi-modal presentation to a board in order to gain sponsorship for their product or service. The students enjoyed donning their suits to create a realistic boardroom environment

• Years 11 and 12 Economics students attended a lunch where they listened to a presentation by the Reserve Bank of Australia (RBA) Governor, Mr Phillip Lowe on Monetary Policy. This presentation supported the boys’ assessment tasks on managing the Australian economy. Also, the College once again hosted a presentation by the RBA for Senior Economics students from across the region, providing students with the most up to date data on the current trends in the Australian Economy

• A number of students were involved in VET programs such as the Certificate III in Business and the Diploma of Business. These options counted towards a VET qualification as well as the QCE and ATAR

• Guest speakers (such as financial planners, lawyers, stockbrokers and event co-ordinators) and excursions were integrated into the curriculum in order to provide career planning and authentic learning experiences. Thanks to the Youth Advocacy Centre, QUT, UQ, the Office of Fair Trading, Australia Zoo, the Commonwealth Bank, and the Queensland Performing Arts Complex for their valuable insights and support

• Economics teachers have been attending professional development held by Queensland Economics Teachers' Association (QETA) and the RBA in order to expand their knowledge of current economic issues and deepen their understanding of economic concepts

• Accounting and Business teachers have been involved in professional development provided by Business Educators' Association of Queensland (BEAQ) and the QCAA

• Professional development continued for the New Senior Assessment System. Business teachers were engaged in a number of activities in order to be able to continue the delivery of the syllabuses in 2020 and beyond, these included topics on: assessment planning and writing, teaching the cognitive verbs and endorsement and confirmation

• Year 11 students began their schooling under the new QCE system. Thanks to Ms Walsh, Ms Armitage and Mr Fitzgerald for the many hours they devoted to the preparation of assessment and learning programs

• The College was fortunate enough to be able to nominate a Year 11 student for the Griffith University Remarkable Award in Business. To be eligible for this award the student had to not only be a high achieving student in Business but also exemplify the remarkable attributes of leadership, balance, passion and uniqueness. Clancy Kuiters was the 2019 recipient of the award

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DRAMA• Year 7 began their Drama journey at Marist College with a

one-term unit in which they selected scripts in small groups, rehearsed and performed it. They covered a range of styles and forms, from absurd comedy to murder mystery. In doing so, the boys developed confidence, learned vocal and movement skills, and had a go at improvisation

• Year 8 students, in their unit, “Spotlight on Scripts”, developed performances based on “nondescripts” – neutral scripts that could be literally anything, and the boys must write in their own beginning, ending and new context

• Year 9 Drama students were immersed in the world of Mystery and Mayhem, studying and then performing murder mystery plays, including Agatha Christie classics. They then developed their own skills of play development and scriptwriting, composing their own mystery plays in groups. These were then performed for their peers

• Year 10 Drama was performance-based and involved studies of Realism, Magical Realism, Myths and Legends and Epic Theatre. The boys performed short plays, which developed socio-political issues. Their theatre pieces were based on the theatre style of Bertolt Brecht, exploring social and cultural issues of importance to their peer group

• Year 11 Drama students began their first foray into the ATAR course, studying Realism, Verbatim Theatre, Magic Realism and Australian Gothic Theatre, developing performances of classical pieces and creating dramatic concepts to pitch to Australian theatre companies

• Year 12, the final group in the OP course, had a strong year, working in Term 1 to re-vision William Shakespeare’s play, Othello. Their new version became a 21st-century tragedy about society’s attitude to mental illness, which left the audience shocked and saddened. In Term 3, they worked with acclaimed Australian director and performer, Lucas Stibbard, to perform the powerful Australian Gothic play, Ruby Moon. The play examined what happens to the families of missing children, and how people cope with such trauma. Overall, Year 12 had a highly successful year, with many students achieving a Very High Achievement for their performance work

• Throughout the year, students through Years 9 to 12 visited some of Brisbane’s theatres, including La Bôite’s Roundhouse Theatre and Queensland Performing Arts Centre (QPAC) Playhouse, to view Queensland’s top productions for the year. All of this made for an exciting, engaging year in Drama

ENGLISH• Under the new senior secondary assessment system, the

College is offering three (3) English subjects in the Senior Phase of Schooling, English, Essential English and Literature in 2019

• Teams of senior English teachers worked collaboratively to prepare resources and assessment for the new suite of Senior English subjects on offer

• Three (3) teams of teachers, overseen by Steve Littleton Head of English, wrote and resourced the three (3) courses:

– Literature – Bonita Gerry, Damian Nelson and Steve Littleton

– General English – Andrea Williams, Kathryn Badini and Jane Morris

– Essential English – Scott Minogue and Peter Watts

• The first and second endorsement events occurred in 2019. Steve Littleton was a Lead Endorser for Literature

• Internal moderation processes continued to be implemented across Years 5 to 12 to ensure the consistent application of standards

• Year 5 attended a session with poet Steven Herrick

• Year 7 attended a session with author Michael Gerard Bauer

• A number of senior English teachers completed the QCAA Accreditation Courses during 2019

• IA2 for Literature and IA2 for General English classes were completed in Term 4 2019

FILM, TV AND NEW MEDIA• Alignment with the National syllabus and QCAA syllabus

via construction and refinement of senior Teaching and Learning Activity Plans (TLAPs) and units of work

• Teachers attended QCAA training covering the 2019 Film TV and New Media Syllabus and Endorsement processes and negotiated with QCAA representatives as required

• Internal and external moderation of student responses continued to be utilised to ensure consistent application of standards

• Equipment resources were updated and expanded. This included new lighting options and peripherals for filming and sound as well as purchasing peripheral equipment for use when recording with smart phones. In addition, the department purchased a 360-degree camera to trial with a view to future units of work

• Students undertook learning in a range of topics, including; How Film Communicates by Telling a Story, Broadcast News, Documentary and Current Affairs, World Cinema and Media issues, Australian and Horror films, Computer Games, Genre and Story and Interactive Transmedia

• A Media Club was run after school for students interested in the subject area

• Special Effects workshops were held throughout the year

• Industry links were forged through scheduled lectures by filmmakers

• In senior, Year 11 and Year 12 FTV class were scheduled

• All Year 7 students experienced a term of Media to provide a taste of the subject area

• Year 9 Media students explored an introduction to the stages of video production through exploring visual narrative and creating a news broadcast segment

• Year 10 Media students explored computer games

• Year 11 attended Movie World film workshops

• The Year 12 FTV cohort graduated as the last group to exit under the ‘OP’ system

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• 1-Up Retro Video Game Arcade engagement and its relationship to technological advancement in electronic games throughout history

• At the end of an action packed 2019 for the Film, Television and New Media department, we look forward to what 2020 brings

HEALTH & PHYSICAL EDUCATION• Continued to plan and implement new Senior Syllabus for

2019 with the introduction of Physical Education, Certificate III Fitness and Recreation

• Alignment with the National Health and Physical Education Curriculum

• Students undertook learning relating to twenty-four (24) related performance activities

• Theory content included twenty-one (21) themes from Healthy Eating Options, Living in Relationships, Values and Morality in Sport and Sports Coaching and Sports Officiating

• Students attended a number of excursions and incursions to strengthen students learning

SECONDARY SPORTS: MEMORABLE MOMENTS• 2nd in AIC Cricket Aggregate with premierships in 10A and

tied premiership in 2nd XI and 7B

• 2nd in the AIC Volleyball aggregate

• 6th in the AIC AFL aggregate

• 9th AIC Aggregate Rugby title in the past decade and three Premierships in a row for the First XV with other premierships including 2nd XV, 3rd XV, 4th XV and tied premiership in the 7A

• 3rd place in the AIC Football Aggregate with premierships in 1st XI, 4th XI, 7A and 7B

• 4th place in AIC Basketball Aggregate with premierships in 9B and tied premiership in 7B

• 5th place in AIC Tennis Aggregate with a tied premiership in 9B

• 2nd place in AIC Rugby League Aggregate with premierships in Opens and Year 7

• AIC Swimming Runners Up with age group premierships in 12 and 13 years.

• AIC Cross Country Champions three years in a row whilst finishing 1st in 13 and 15 years age groups

• AIC Track and Field Champions for the 5th Year in a Row with age group premierships in 15 and 16 years

• 3rd place in the AIC Chess Aggregate

PRIMARY SPORTS: MEMORABLE MOMENTS• Swimming – AIC Primary Aggregate with Year 6’s winning

their age group

• Cross-Country – 3rd in AIC Primary Aggregate

• Track & Field – 4th in AIC Primary Aggregate

Whilst there are no premierships or aggregate points awarded for all Year 5 and 6 sports in the AIC, Marist Ashgrove enjoyed

a major success in our Cricket, Rugby, Football, Basketball and Tennis seasons, with many teams finishing the season undefeated.

HUMANITIES2019 was a busy year in the Humanities Department at Marist College Ashgrove. In addition to the continual revision that took place in all Primary and Middle School programs for all classes across Years 5 through Year 10, teachers have also been responsible for implementing the new QCE system for Years 11 and 12. 2018 saw an overarching focus on the inter-related areas of critical and creative thinking combined with an emphasis on problem solving. 2019 has continued this emphasis but added an extra focus on relationships, with teachers focussed on helping the boys achieve their personal best in all their subjects.

Throughout 2019, students in Years 5 to 12 were exposed to a wide range of experiences designed to complement what happens in the classroom:

• Year 5 and 6 Hass (Humanities and Social Sciences) classes had ‘Living History’ introduce them to the Gold Fields and life in colonial-Australia

• Year 5 HASS students participated in Geographical Fieldwork at the nearby stretch of Breakfast Creek to investigate Flood Mitigation Strategies in the local area

• Middle School Legal Studies classes took part in a presentation from ASADA on Anti-Doping Measures in Sport

• Senior Legal Studies classes visited the Supreme Court and Parliament

• Ancient History students visited Abbey Museum for an Archaeological Dig and an exhibition on Medieval History

• Geography students undertook fieldwork in a variety of locations:

– Year 7 at Downfall Creek,

– Year 9 classes at King George Square and Brisbane City

– Year 10 classes at the Gold Coast

– Year 11 Classes at Fortitude Valley

– Year 12 classes at the beaches of North New South Wales

In the Middle School, students continued to make good use of the ‘Reading and Writing Program’ with the boys engaging thoughtfully with activities designed to complement their classroom lessons. The collective purpose of this program was to improve the boys’ comprehension of subject matter and the application of their knowledge. In particular, History and Geography students across Years 7 through 9 have completed academic readings on topics, including:

• In Year 7, ‘Otzi the Iceman’ and ‘Liveability’

• In Year 8, ‘The Samurai’ and ‘The Unknown Earth’

• In Year 9, ‘Attitudes in Early Australia’ and ‘Biomes and Food Security’

For the Senior School, 2019 saw the first year of implementation of Queensland’s new QCE System and the reality of External Examinations in Term 4 of 2020. Teachers responsible for senior Geography, Legal Studies and Modern and Ancient History

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spent the year writing and delivering content and planning and implementing formative assessment instruments for use in Units 1 and 2 and summative assessment instruments in Units 3 and 4. They also participated in endorsement processes for all Internal Assessment tasks. Complimenting this was their willingness to participate in a range of Professional Development opportunities focussing on topics including assessment, the cognitive verbs, reporting and applying Instrument Specific Marking Guides.

LANGUAGES

Japanese Department• Appointment of two (2) new Japanese teachers at the end

of the year to cover all year levels

• Japanese Languages hosted Griffith University, pre-service English teachers from Japan. They taught alongside other teachers in the department

• Years 7 and 8 attended a Japanese Trivia afternoon at Mt Saint Michaels (MSM)

• Year 10 Japanese dinner with MSM as a cultural experience (Term 1)

• Year 9 Japanese dinner with another school (Term 2)

• Years 9 to 12 Japanese MCA Languages hosted MSM for film afternoon

• Term 3 Consular visit to Japanese Consulate Years 10 and 11

• Term 4 Farewell dinner with Lourdes Hill Japanese Students

• Trip to Japan for several of our students in Years 10 and 11 which was facilitated by Mary Stirling and James Couper

French Department• French film festival – boys in Years 5 to 8 attended

viewings as part of the cultural offerings of the Languages department

• Term 3 Year 5 boys participated in a competition designed to improve their cultural knowledge of the Astérix and Obélix comic book series

• In Semester 2 the Year 6 boys attended a restaurant visit alongside another school. This was organised by E Leskiewics

• Term 3 students of French in all year levels celebrated La fête nationale (for 14 July celebrations with cultural activities)

• Immersion afternoons were hosted by Year 9 and 10 French classes

• Three (3) sessions of Pétanque and Lemonade were hosted by French over the year with students from three (3) other schools in attendance

• Farewell Seniors dinner in Term 4

MATHEMATICS• Staff worked on the Unit 3 & 4 Teaching and Learning Plans

for the implementation of Year 12 Essential Mathematics, General Mathematics, Mathematical Methods and Specialist Mathematics

• Structured ‘informal’ practice to assist students in Years 5, 7 and 9 in preparation for the NAPLAN test

• Continued refinement of Years 7 to 10 Australian Curriculum programs was undertaken. This was to ensure the programs continue to prepare students for the new Year 11 and 12 syllabuses

• Year 10 students moved into specialist preparation for Year 11 Mathematics in semester 2: choosing to study Year 10 Essential, General or Methods

• Year 9 students were placed into Essential Maths, General Maths or Maths Methods in preparation for Year 10. Decisions were initially made on evidence of Years 8 and 9 results and then discussions with parents and students finalised classes for the start of 2020

• Continued excellent results across the board in Senior Mathematics A, B and C

• Numerous Year 5 to 10 students participated in the Australian Maths Trust competition

• Professional development continued for staff for implementation of new processes around Confirmation and Endorsement

MUSIC• The Music Department continued to evolve and adapt to the

ever-changing world of music, through a variety of genres and platforms. In 2019, we were particularly pleased to see a large number of students successfully gain places in Queensland’s top tertiary music programs. Marist Ashgrove students were accepted into Bachelor of Music courses at the Queensland Conservatorium - Griffith University, The University of Queensland and the Queensland University of Technology. Year 12 student Jack Ingram is to be particularly congratulated for gaining entry into the highly competitive Musical Theatre Course at the Queensland Conservatorium- Griffith University, where hundreds of musicians from across the world audition for a select number of positions. The success of these students gives testament to the continued quality of the College’s nationally recognised music program

• In 2019, the Year 5 students began their musical journey at Marist performing in Joust – The Musical. Throughout the year they continued developing their music skills through learning band and orchestral instruments and performing to a sold-out Draney Theatre

• Year 6 classes discussed the powerful role of music in advertising and immersed themselves in the genres of Hip Hop and Rap, by writing and performing their very own rap verses

• Year 7 and 8 students continued to explore electronic, rock and film music genres, creating their own musical compositions using GarageBand and developing their practical skills, by utilizing the College’s State of the Art classroom performance facilities

• Year 9 and 10 students worked in groups to write and produce their own music, replicating how musicians work in the real world

• In the senior years we continued the transition to the new QCAA and the new QCE System. Year 11 students undertook

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focused work on musical identity and innovations, with some commencing studies in Music Extension in Term 4

• The 2019 edition of Battle of the Bands arguably provided the most consistently high standard across a diverse number of groups, making it very difficult for the judges to arrive at a decision. Guest judge and Aria award winning old boy; Tyrone Noonan commented on the amazing music culture that currently exists at the College and awarded a tight first place to Born (Henry Weinert, Jacob Johnson and Sam Weinert). Second place went to Year 11 band Slippery Toes and third place to Year 12 students The Half Grains. The standard of the College’s rock bands was confirmed with various iterations of Year 12 band Philly Sunshine winning both The Gap State High and St Rita’s Battle of the Band competitions

• In Creative Industries Week, we welcomed Brisbane musician Kieran T. Stevenson to Marist College. Kieran conducted song writing workshops, as well as performing original compositions from his latest release Go, in collaboration with staff member Mr Joseph Rabjohns

• In 2019 we saw continued interest in classroom music through the senior school. With six classes of Senior Music; forming once again, one of the largest academic music cohorts in the state. Results were pleasing in both Senior Music and Music Extension, with over 80% of Music Extension students achieving a VHA standard. It was also satisfying to see many old boys performing at festivals and events across the world, building on the foundations and passion for music established here at the College

RELIGIOUS EDUCATION• Students across a number of Religious Education (RE)

classes utilised the Microsoft 365 Sway program for many of their multi-modal assignments. Often Sway is used in conjunction with Screencast and Microsoft Stream. These new technologies reinforce the emphasis on 21st Century skills in the RE curriculum

• All of Year 11 Study of Religion students attended the World Religion Symposium at UQ at the start of Term 3

• Year 10 RE students worked on a Feature Article in Term 1 on the importance of having the Courage to Care

• Year 6 students visited St Stephen’s Cathedral in Term 2 as part of their studies on the Eucharist. The students had many questions for the tour guides that gave the students lots of valuable information about the history of the Cathedral and the symbols used during the Mass

SCIENCE• The Science Department continued to improve the use

of Information and Communication Technologies (ICT) in the Science classroom. ICT is an integral part of today’s educational climate and when used effectively they offer a wider range of learning experiences. Through the use of programs such as StileApp, the department has been able to provide greater differentiation in the delivery of content and this has also allowed teachers to develop more inquiry- based learning experiences

• The Science department continued preparation for the new ATAR system. This preparation includes the explicit teaching

of cognitive verbs from Year 5 to 12. As a department, there has been a focus in developing the skills students need to succeed in Science. In order to prepare our students for the new assessment in senior Science, there have been changes to assessment in Years 7 to 10 Science. This includes the introduction of research investigations, student experiments and a shift to end of semester examinations. A number of staff also attended professional development run by the QCAA aimed at implanting the new syllabi in senior Sciences

• Access to our fully equipped laboratories by our Primary classes continues to allow our Year 5 and 6 teachers to fully implement the Primary Years’ Australian Science Curriculum. The Science units taught to these classes are very much activities and inquiry-based and there has been a marked increase in interest of all things Science amongst these age-groups of students (as evidenced by a large number of Primary students attending the after-school Science Club). Years 5 and 6 also enjoyed ‘Guest Scientist’ lessons where teachers of Senior Sciences ran a series of in-class demonstrations showcasing spectacular and exciting experiments

• The Science Department continues to promote and offer extra-curricular opportunities to help involve and enthuse students about science. These activities include:

– The Science & Engineering Challenge at UQ

– Biology Excursion to QUT’s Medical Engineering Research Facility

– The Science Club after school activities & projects run by our student representatives on the UQ Science Ambassadors Program

– Celebration of National Science week, including activities such as ‘sphero’ races, rocket building, egg drop competitions, guest lectures from old boys and our annual Mr STEM competition

– Visits to the Brisbane Planetarium

– Year 5, 7 and 10 student visits to the StarLab dome, giving them a virtual experience of life outside our solar system

TECHNOLOGY• Technology Department has experienced more change

this year than the last few decades with the introduction of the new QCAA ATAR (Australian Tertiary Admissions Rank) system which also saw each Senior Syllabus being updated and or newly introduced. The Technology Department introduced three of these new subjects to our repertoire. Senior Design and Digital Solutions were two (2) of the subjects introduced as a General Syllabus and the third was an Applied Syllabus called Industrial Graphics Skills. It would be an understatement to say that it was a busy year in preparation for these changes, however we have risen to the challenge and have surpassed our high expectations. All the changes occurred while our VET program continued to thrive with many students finding work in school-based apprenticeships in Construction, Engineering and Hospitality

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INDUSTRIAL TECHNOLOGY• Year 11 student Jonah Moten received the School-based

Apprentice or Trainee of the Year at Queensland Training Awards 2019 - Metropolitan Region. Jonah automatically progressed to the State Finalists for representing the Brisbane Metropolitan region where he came runner up in the category. An outstanding effort

• Mr Andrew Devoy was successful in being nominated for a DATTA QLD Excellence Award in the category of "Classroom Design and Technology Teacher Award" and being awarded second place

• The Technology Department conducted the ultimate STEM education competition this year in an Electric Vehicle Challenge (EvChallenge). Marist College Ashgrove entered the first Queensland School Team in an Electric Vehicle Challenge held in Perth in November 2019. The Electric Vehicle Challenge powered by Synergy is Australia’s longest running electric motorsport competition, first established in 2001. The aim of the event is to have teams design, build, test and construct a small single seat electric vehicle. Powered by a 36Volt 17.5Ah battery capacity and built to a limited budget, teams try and complete as many laps of a closed course as possible in 1 hour

• The small team of dynamic and highly motivated Year 11 students met a few times per week to design, develop and test the vehicle in preparation for the journey to Perth. The whole trip was sponsored by valued companies associated with the College community and the students competed successfully achieving 13th place from 25 entrants in Class B. The team learned a lot from the experience and were proud of their efforts beating many schools that were more experienced

• The Year 11 Construction Immersion students worked on many major projects for the year. Notably, the McMahon Oval Scoreboard platform upgrade, a new carport and also landscaping the backyard of Moola Road boarding premises, various paving day projects, surveying and framing exercises

• All senior construction students and staff had the rare experience of an excursion to the DMC Projects Development of the Midtown Centre construction site in the city. This mammoth project was half way through the construction of stripping back two (2) existing similar buildings beside each other and joining them together in an architecturally superior and aesthetically pleasing environmentally conscious manner. The buildings footings needed to be reinforced as well as one of the buildings requiring more storeys to be added to be a consistent height. This rare insight to a complex building project was an invaluable experience to all who attended

• Year 9 and 10 boarding students participated in the Annual GoKart Challenge held in Term 4. This competition involved our students competing against other schools at Ipswich Dirt Kart Track. This activity involved stripping down the karts, fixing frames, respraying and reassembling the whole kart, and then racing. The Marist Teams excelled this year with the Year 9 “Shell Helix” Team coming first and the Year 10 “Red Bull” Team placed second for the day

• The Technology Department continues to work very closely with the VET & Careers Department to ensure a high percentage of VET students were signed up to School Based Apprenticeships

• Senior Design was introduced for the first time in Queensland schools with an impressive two classes running at Marist College. The preparation and lead up to this occurring has been a busy but thorough process. These students will be highly skilled in solving problems and will be well prepared for any Creative Industries tertiary education they pursue

• Industrial Graphics, another newly introduced applied subject to the Technology Department, focuses on students becoming highly skilled in the use of CAD (Computer Aided Design) applications. In preparation for this subject, a Year 10 course was introduced to better prepare the students and ensure greater success

• Year 10 Design students participated in the Creative Industries week by designing laser cut Lamp Shades for their Lighting Solution Design Project

• Year 9 Design students have been honing their skills in designing a Cologne Bottle and Chess Set projects

DIGITAL TECHNOLOGIES• The number of students completing digital technology

subjects continues to increase to the point where there was a need for another permanent teacher to join the team of skilled professionals

• Robotics Club for Years 7 to 12 commenced in Term 3. Students experimented in programming a series of robots and quadcopters

• Year 11 students went on an excursion to UQ to participate in an Artificial Intelligence workshop and then visited the Robotic Vision research facility

HOSPITALITY• The Hospitality Department provided Years 11 and 12

students studying the Certificate II (Hospitality) industry standard experience in food production and service

• The students supported many areas of the College by catering for events such as: Mission Team & RE breakfasts, HPE & Recreation lunches, French Immersion and Cricket Dinners

• During the course of the year, the students also catered for over 120 guests at three (3) Optimus Awards breakfasts

• The students also provided food for four (4) Marist Card Days throughout the year and worked in conjunction with the College Service area to prepare the dining room for many weekend functions

• Several students completed a number of work experience days at local cafés where they experienced first-hand a professional and fast paced work environment

• Year 11 completed their Responsible Service of Alcohol Course (RSA) as part of the Certificate II (Hospitality)

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STAFF PROFILE

TEACHER QUALIFICATIONS 2017 2018 2019

Staff Workforce: Highest Qualification

Doctoral / Post Doctoral 0.56% 0.68% 0.70%

Masters Degree 11.30% 10.71% 9.56%

Graduate Diploma 19.63% 17.08% 15.85%

Bachelor Degree 39.26% 38.04% 36.36%

Diploma Professional UG 13.70% 10.02% 9.79%

Certificate 15.56% 23.46% 24.48%

STATISTICAL INFORMATION

STAFF ATTENDANCE & RETENTION: TEACHERS 2017 2018 2019

Staff Attendance: (Whole School) 97.30% 97.47% 97.28%

Staff Retention: (Whole School) 77.42% 90.67% 97.60%

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STAFF PROFESSIONAL DEVELOPMENT

PROFESSIONAL DEVELOPMENT PARTICIPATION AND COSTS

Registration + (Travel & Accommodation)

2017 2018 2019

School Officers $9,613 $14,465 $9,669

Boarding $8,501 $8,809 $1,140

Teachers $110,683 $70,513 $135,071

Percentage of teaching staff involved in Professional Development Programs

100% 100% 100%

PROFESSIONAL DEVELOPMENT INITIATIVES

• All teachers attended a staff professional development day on 16 March

• CPR skills were updated at the end of June

• Professional development on a “whole school” approach to ICT development in Stile, Screencast- O- matic, Touch Screens and other programs to aid in curriculum delivery

• Regular breakfast professional development sessions in Religious Education and Catholic School identity and Marist Formation were offered to teachers, School Officers

• The Services Staff received Marist Formation professional development over a series of three (3) sessions

• College Middle and Senior Leaders together with Religious Education Teachers are pursuing formal qualifications required by the employing authority, and the College is supporting this through provision of time and reimbursement of fees and study days

• Teaching and non-teaching staff are regularly able to access external professional development opportunities relevant to their work and position

• Middle Leaders have undergone professional development specifically designed for middle management with 30% in 2019, the next group in 2020 and finishing in 2021

STUDENT PROFILE

For information only, retention rates for all schools in Queensland and Australia are as follows:

Year Qld Australia Marist College Ashgrove

2011 83.0% 79.3% 101%

2012 83.7% 79.9% 97%

2013 85.2% 81.6% 100%

2014 84.9% 80.0% 99%

2015 86.7% 82.7% 103%

2016 87.3% 82.9% 99%

2017 87.8% 83.3% 95%

2018 87.8% 82.8% 101%

2019 88.1% 82.0% 98%

(Source: Australian Bureau of Statistics – Schools Australia Report 4221.0)

STUDENT ATTENDANCE 2017 2018 2019

Years 5 to 12 95% 95% 93%

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YEAR 12 PERFORMANCE OUTCOMES REPORT

Performance Outcomes

2015 2016 2017 2018 2019

School Name Marist College Ashgrove: ID/112

Locality District: Brisbane Central

Senior Statement / Students 251 230 224 238 175

QCE / Senior Certificate 240 220 217 229 168

QCIA / C: PCSE 0 0 0 0 0

OP: Eligible 209 163 170 191 130

%OP1-15 / %IBD 80% 90% 85% 91 97%

VET Qualification 56 80 67 87 91

SAT 8 19 14 19 21

% Qualification: SAT, QCE, IBD, VET 98% 98% 99% 98% 99%

No Qualifications 1 2 0 4 3

% QTAC Offer 99% 98% 99% 94.8% 99.2%

QCAA: SUMMARY OF VET AWARDS & OP BANDS IN 2019

VET Cert. I VET Cert. II VET Cert. III & IV

OP1-5 OP6-10 OP11-15 OP16-20 OP21-25

23 29 54 34 43 34 16 3

NB: The figures are actuals and not percentages

TEST REPORTING: NAPLAN SUMMARY 2019

MCA Year 5 Year 7 Year 9

2019 G/P N R S W G/P N R S W G/P N R S W

MCA/M 526 542 545 527 488 571 601 582 558 521 600 621 615 597 553

Qld/M 496 491 502 495 464 540 547 543 542 502 571 585 574 578 532

Key to InterpretationMCA/M: Marist College Mean Score

QLD/M: Queensland State Mean Score

Test CategoriesG/P: Grammar and Punctuation

N: NumeracyR: ReadingS: SpellingW: Writing

MCA Year 5 Year 7 Year 9

2018 G/P N R S W G/P N R S W G/P N R S W

MCA/M 538 544 567 529 479 569 585 577 556 511 600 621 611 603 554

Qld/M 501 488 506 497 454 543 542 538 542 493 580 586 578 581 527

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SENIOR AWARDS

Tom MageeTHE THOMAS FOLEY MEMORIAL CUP FOR SECOND AGGREGATE IN

YEAR 12

P&F ASSOCIATION AWARD FOR CONSPICUOUS EFFORT IN CREATIVE

ARTS - MUSIC

Benjamin CornwellTHE FATHER G DALY MEMORIAL CUP FOR DUX OF THE COLLEGE

Liam QueridoTHE JOHN BATTY MEMORIAL

TROPHY FOR ALL-ROUND EFFORT IN SCHOOL LIFE

THE FATHER TOM MALONEY AWARD FOR 2ND XI CRICKET

Luke PhelanTHE FATHER TOM MALONEY

MEDAL FOR MARIST MINISTRY AND SERVICE

Luke MekeaTHE DOCTOR ALBAN J LYNCH

CHARACTER CUPTHE HON SAM BRASSINGTON CUP

FOR LEADERSHIP EXERCISED BY THE COLLEGE CAPTAIN

Archie MartinTHE J.P. BUCKLEY PUBLIC

SPEAKING CUP

Liam TrestonTHE FATHER TOM MALONEY MEDAL

FOR MARIST MINISTRY AND SERVICE

Tyson McIlveenTHE BROTHER HAROLD MEMORIAL AWARD FOR APPLIED VOCATIONAL

STUDIES

James DupontTHE FATHER WALTER CAIN

MEMORIAL TROPHY FOR CONTRIBUTION TO COLLEGE

MISSION

Matthew PoyntingTHE BROTHER IGNATIUS

MEMORIAL TROPHY FOR SENIOR PROFICIENCY

William EasonTHE BROTHER CYPRIAN MEMORIAL TROPHY FOR CONSPICUOUS EFFORT

IN STUDY

THE BROTHER ANDREW MEMORIAL CUP FOR THIRD AGGREGATE IN

YEAR 12

Sam WaiteTHE JOHN BATTY MEMORIAL

TROPHY FOR ALL-ROUND EFFORT IN SCHOOL LIFE

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Stephen HansonTHE DES RIDLEY MEMORIAL

TROPHY FOR SPORTSMAN OF THE YEAR

Jack O’NeillTHE MATTHEW HAYDEN AWARD FOR CONTRIBUTION TO CRICKET

Lachlan HowseTHE JOHN EALES AWARD FOR

CONTRIBUTION TO RUGBY

Jack IngramTHE PARENTS AND FRIENDS ASSOCIATION AWARD FOR CONSPICUOUS EFFORT IN

CREATIVE ARTS - MUSIC AND DRAMA

Andrae MackayTHE DES RIDLEY MEMORIAL TROPHY FOR SPORTSMAN

OF THE YEAR

Mat MalghemTHE PARENTS AND FRIENDS ASSOCIATION AWARD FOR CONSPICUOUS EFFORT IN

CREATIVE ARTS - VISUAL ART

SENIOR AWARDS

MARIST COLLEGE ASHGROVE142 Frasers Road

Ashgrove QLD 4060PO Box 82

Ashgrove West QLD 406007 3858 4555

www.marash.qld.edu.au

The Trustees of the Marist Brothers, T/A Marist College Ashgrove – CRICOS Provider #00670FCopyright © 2020 All rights reserved to Trustees of the Marist Brothers – Ashgrove 01_1322.00