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Catherine SchefferYear 12 Siena College, Camberwell
Along with six other Siena students and two teachers, I embarked on an immersion to South Africa for two weeks last year, living with a host family while learning of the history and culture of the country.
I noticed that despite all the hardships of the women of Kopanang, they were some of the happiest people I had ever met. The children stood out in particular for me; happy over the slightest of things.
For example, the other students and I brought balloons, pencils and stickers, which had them ecstatic for days on end.
This ability to draw happiness from poverty and quite often, hunger and pain, motivated me to produce a series of drawings under the title Happy Sadness which will be featured in the 2015 Visual Arts Display during Catholic Education Week.
A young boy named Tyron, who was a member of my host family, personally inspired me as he was always happy despite the conditions he lived in. I grew very close to Tyron, as well as having a strong connection to other children I encountered.
It was after my time at Kopanang that I realised how much we take for granted; food, water, safety, education and much more.
Without knowing the children it is impossible to depict their current state of poverty. These children’s facial expressions show us that money is not the key to happiness.
It is my duty to tell my Siena school community that ‘happiness can be found in the darkest of times, if one only remembers to turn on the light.’
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The Analysis, Policy and Research team undertakes a
broad portfolio of work that supports the CEOM governance and strategic
management processes, including:
Team services include:
information relates to Catholic schools in the Archdiocese of Melbourne, unless
National Assessment Program –
Literacy and Numeracy (NAPLAN) results for 2014
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an Australia-wide
testing program of literacy and numeracy for students in Years 3, 5, 7 and 9.
data for calculating the proportions of students achieving results at or above
the national minimum standard in each of five domains (Grammar and Punctuation,
Numeracy, Reading, Spelling, and Writing). In 2014, 96% or more of Catholic
school students achieved at or above the minimum
standard in each of the domains.
Certificate of Education 2014
Satisfactory Completion Rates
important measure of schooling success is the rate of satisfactory completion
of the Victorian Certificate
of Education (VCE). In 2014, 43 schools (69.4%) had 100% of their eligible students
satisfactorily complete the VCE. A total of 58 schools (93.5%) had completion
rates of at least 98%. There were only four schools with completion rates of
less than 98%.
In total, 99.6% of eligible students satisfactorily completed the VCE.
Median Study Scores
The median study score is considered to be the best
indicator of the overall level of VCE achievement in a school and it represents
the ‘typical’ level of achievement of the school’s students. The average median score is set at 30 for
each study with the maximum score being 50.
In 2014, the average median study score for Catholic schools
was 30.8. A total of 49 schools (79.0%) were in the middle range of median
scores of 28–32. Eleven schools (17.7%) had median study scores above 32, while
only two schools (3.2%) were in the ‘below average’ category.
VCE Study Scores of 40 or above.
A score of
40 or above in any study represents exceptional performance (among the top 8%)
in the state. In 2014 there were 14 schools (22.6%) with more than 10% of their
students’ study scores at 40 or above.
Education and Training (VET) and Victorian Certificate of Applied Learning
schools are committed to maximising every student’s chances of completing Year
12 by providing an appropriate range of study options, including opportunities
in the Victorian Certificate
of Applied Learning (VCAL) and the Vocational Education and Training (VET) certificate.
continues to be evidence of strong student participation in VET and VCAL.
to 2014, although the average number of VET certificates offered in schools
fell slightly from 23.9 to 22.6 this was a 5% increase from the positon in 2012
when the figure was only 21.5. Again, while the average number of VET enrolments
per school fell from 116.5 to 109.7, this was an 8% increase from 2012 when the
figures was only 102.0.
to 2014, the number of schools offering VCAL fell from 54 to 52. The average number
of students enrolled in VCAL rose from 31.1 to 33.2.
41 schools (66.1%) had their students complete VET units of competency at rates
better than 90%. Only six schools (9.7%) had rates lower than 80%.
schools (25.0%) had their students complete 100% of their VCAL units in 2014.
Conversely, nine schools (17.3%) had completion rates lower than 90%.
Student Destinations Post Year
1. Destinations of students leaving
Victorian schools after Year 12 (column percentages), in Melbourne
Catholic schools and all Victorian schools, 2009–2013
indicated in Table 1, almost two-thirds (65.1%) of 2013 Year 12 leavers from Melbourne
Catholic schools who completed the On Track survey, entered university. This percentage has been steadily increasing over the last five years across
the board, however, the Catholic school percentage has always remained around 8–10%
higher than the state.
incidence of Catholic school leavers enrolling in a TAFE/VET course is slightly
less than the state figure (15.1% compared to 15.8%) and although there was a
downward trend in TAFE/VET
enrolments from Catholic school students between 2009 and 2012, this has
slightly increased between 2012 and 2013.
The take-up of apprenticeships or traineeships declined
slightly in the Catholic sector. The
Catholic figures were lower than those of all schools in the labour market
destination categories, specifically in terms of employed (5.9% compared to 9.0%) and those looking for work (1.9%
compared to 3.5%). The ‘unemployed’ figure (i.e. the combined total of those
either looking for work or not in the labour force, education or training) was
2.2%, which remains reasonably stable from each of the previous four years. The
percentage of students who deferred from study (6.1%) was below the state
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