SCHOOL PERFORMANCE REPORT 2019 - LIFE AND COMMUNITY IN CHRIST - Endeavour College
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2019
SCHOOL PERFORMANCE
REPORT
LIFE AND COMMUNITY IN CHRIST
“FOR I KNOW THE PLANS CONTEXTUAL INTRODUCTION
I HAVE FOR YOU, INFORMATION In 1998, Endeavour College was born
DECLARES THE LORD, out of the vision of existing Lutheran
sites of learning (Salisbury Lutheran
Kindergarten, Good Shepherd, St Paul
and Golden Grove Lutheran Primary
PLANS TO PROSPER YOU Schools) to extend Lutheran education
in the northern suburbs of Adelaide to
AND NOT HARM YOU, secondary level. This K-12 vision for
PLANS TO GIVE YOU HOPE
Lutheran education was established
adjacent to the University of South
AND A FUTURE.” Australia in the suburb of Mawson Lakes.
We are a non-government, co-educational
secondary school with a young history
Jeremiah 29:11 and a strong reputation for educating the
minds, hearts, and spirits of students
in Years 7-12. As a Lutheran school,
we are known for offering relevant and
educational experiences to empower the
knowledge-seeker to develop their God-
given gifts and abilities to pursue their
curiosity and passions with a sense of
independence and purpose.
OUR VISION OUR VALUES & OUR AIMS ENROLLED STUDENTS
Endeavour College seeks to educate the whole THE ENDEAVOUR WAY To work with families in the development of 2019
person - academically, spiritually, physically, each child
We believe in our young people and do all we Boys .......................................................... 358
socially and emotionally.
can to support them through these important To nurture a spiritual journey, encouraging Girls .......................................................... 320
years of development. We encourage them respect and social justice for all people and Indigenous (ATSI) students ........................... 2
Students who speak English
OUR MISSION to take responsibility in all aspects of their
lives by following The Endeavour Way. The
our environment
as a second language ............................... 173
Endeavour Way is a framework for living To encourage each student in taking
Everything we do at Endeavour College, restoratively by using the values of Love, responsibility for their learning and
and how we do it, is a natural extension of Courage, Forgiveness and Hope. behaviour
our Mission – in a Christian environment, to
develop staff and students’ God-given gifts and To provide a relevant, engaging and dynamic
LOVE - it is about reflecting the unconditional
abilities for life and community. curriculum that fosters a life-long love of
LOVE of God by showing respect, compassion
and kindness in our relationships. learning
This Mission and Our Values, that are embodied
within The Endeavour Way, inspire our To offer an extensive range of opportunities
students to grow as individuals, be effective COURAGE – it is about accepting that it
for students to extend their confidence, and
collaborators and contribute to the wider takes COURAGE to own our behaviour, take
student agency and leadership potential
community while finding their place within the responsibility for our actions and share our
world. experiences with others.
To promote joy and enthusiasm in serving
the College community and beyond
As a Lutheran school we seek to be an inclusive FORGIVENESS – it is about showing
place that offers care and support to all of our FORGIVENESS and acceptance towards To promote the importance of connections
community. We integrate our faith in Jesus and ourselves and others with grace. between staff, students and families as
his love and grace into all aspects of learning members of the wider Endeavour community
and life at the College. Respecting gifts and HOPE – it is about resolving issues in a way
differences and valuing each individual, is which brings HOPE to our relationships and
central to our purpose. instils faith in our capacity to fulfil our God-
Our curriculum incorporates the requirements given abilities.
of the state education system and is designed
to promote healthy development in all aspects
of our students’ lives.
ACADEMIC VISION FOR
A hallmark of learning at Endeavour College
LEARNERS
has been the ability to offer students of
diverse backgrounds and interests, a varied
and balanced curriculum that focuses on the
development of the whole person. God has
uniquely gifted all people and as a secondary
school we have the responsibility of giving
opportunity for those gifts to be enhanced as
well as opportunity for the development of skills
and knowledge that allow students to move
into life beyond the College as confident and
contributing members of our wider community. MIDDLE YEARS SENIOR YEARS
We firmly believe that students who will be
best placed to flourish both within school and
beyond, are those with a sense of confident
independence, the ability to work naturally
interdependently and those who have a heart
and capacity to positively influence the world in
Learning in the Middle Years at Endeavour College When our senior students graduate, we want them to
which they live through their sense of collective is an adventure designed to capture the curiosity walk into the next stage of their lives with a sense of
action. and imagination of every student. Students develop confidence and strong independence. It’s all about taking
the ability to inquire and make connections, and ownership and embracing lifelong learning to steer
can articulate their developing capabilities as their own paths. Building personal responsibility in their
THE VISION FOR learners. With increasing independence and personal
responsibility, students courageously direct and
commitment to growth and exerting control over their
own motivation, behaviour and social environment are
LEARNERS manage their own paths. influencing incentives.
In conjunction with the Endeavour Way, the
Vision for Learners gives a framework for
learning at Endeavour College. The Vision for
Learners has its own embodiment in both the
Senior Years (10-12) and Middle Years (7-9).
An empathic understanding of and respect for others Our students will encounter a variety of different people,
relationships with a smaller number of enables learners to productively collaborate with with different communication and working styles once they
In the Middle Years, students have the
teachers. different people in a variety of situations. An emphasis leave school. Their ability to work effectively and get the
opportunity to study courses in line with the job done will be essential once they find themselves in this
on positive relationships empowers our students to be
Australian Curriculum and with an increasing inclusive and use their social awareness to influence a environment and that is why they are exposed to solving
In the Senior Years, students make informed
focus on the general capabilities. culture where all can thrive. complex problems. They need the skills of others to be able
choices about their learning pathways, choosing to explain their project and draw on the passion and drive of
from a broad range of subjects. Students are others to take action to make a positive impact on the world.
To assist in the transition into secondary
encouraged to be increasingly independent
school, students are placed in core classes in
and explore their future options through work
Year 7 with specialist middle years teachers
experience and our Pathways program. It is
for the majority of lessons. These core classes
at this stage that all students are assigned a
allow for the benefits of transdisciplinary and
course counsellor who remains working with
integrated approaches, including some project-
the student and family until the end of Stage 2.
based learning units, to be fully realised in
While the majority of students study five subjects
student learning, and also support students
at Stage 2, to achieve their South Australian Students engage in experiences that extend their thinking Our students are interested in being citizens of the
in developing interdependence. Students
Certificate of Education (SACE), opportunity about the wider community, their civic responsibilities and world. Having an empathetic understanding of the
have the added benefit of specialist teachers
exists for students to study subjects outside of their capacity to make a difference. Students in the Middle world beyond the immediate builds their capacity to
for Languages, The Arts, Physical Education Years see the world and the future as full of hope and be change-makers. Our students embrace life and
our campus, including a range of Vocational
and Technology subjects. The use of core opportunity. community in Christ and through personal development
Education and Training (VET) subjects offered by
classes continues in a reduced format in Year and exposure to service learning and giving, they will be
external training providers that are accessed in prepared to face challenges with a global perspective to
8, giving students the chance to develop their
line with student pathways. improve the world today, for tomorrow.
independence while learning to build significant
ENHANCING THE Pastor and Youth Worker are also available for
support in both pastoral and spiritual matters.
Christian communities, the broader community
and Lutheran education. These relationships
of ways to both enhance student learning to
support programs offered at the University.
ACADEMIC A focused social development program, The
Voyage, is delivered to Year 9 students to assist
are built upon support, collaboration, trust and
reconciliation. Leading Effective Organisation and
Reaching Potential them with the journey from adolescence to Management
Endeavour College values the individual. We adulthood. Our College Counsellor and Ministry Connected Schools is a collaborative school Our roles, responsibilities and procedures are
believe that everyone can succeed and we Team is involved in the development of proactive partnership which provides a pathway from clearly articulated so that staff can participate
offer learning options to engage all students, wellbeing programs and are available for K-12 and includes: Salisbury Kindergarten, in its effective and efficient operation. Data
including the following programs: individual sessions when required. Golden Grove Lutheran Primary, Good Shepherd and knowledge management methods and
Lutheran Primary, and St. Paul Lutheran technologies are used to ensure that resources
Learning Enrichment Restorative Practice Primary. (human, physical, technological and financial)
The Learning Enrichment program offers Restorative Practice is a relational process are efficiently organised and managed to provide
a broad range of specialist workshop which values healthy relationships in the The College is also supported by nine Lutheran an effective, safe and caring, growth-oriented
opportunities for students who have been teaching and learning process. At Endeavour, Church congregations in the north eastern area learning and working environment. Strategic
recognised as benefitting from different we have seen the benefits of adopting of Adelaide, and by Lutheran Education SA, NT planning ensures the ongoing improvement and
challenges. This includes the Big Ideas Club, restorative approaches to all matters relating to and WA (LESNW). sustainability of the College. Best practice is
Tournament of Minds and the Science and engagement and behaviour management. The built upon effective collaboration between the
Engineering Challenge. gift in this approach is a common language to The Mawson Lakes community and the governing body, staff, students, families, church
define how we think about and manage student University of South Australia (UniSA) are and others.
Adaptive Education engagement and our response as educators. important partners with Endeavour College.
The doors of the Adaptive Education Hub are Behaviour management may be more Endeavour also connects with UniSA in a variety
always open, not only to students who are appropriately called student engagement.
diagnosed with a learning need, but to all
students who are in need of academic support, Student Leadership
including, but not exclusively, students with The College values student voice and student
English as An Additional Language or Dialect agency is a key focus of our Vision for Learners.
(EALD). The Adaptive Education staff work In addition student leadership opportunities
with individuals, or in small groups as well as are available for all students, to impact and
providing in-class support. influence in a meaningful and purposeful way in
their areas of passion. The student body is led
Extra-Curricular by the College Captains. Students also can apply
Endeavour College offers a range of extra- to be Village Leaders at both Year 9 and Year
curricular options to enrich students to build 12 to inspire Village pride and provide mutually
capacity outside of the classroom. All our beneficial mentoring opportunities. In addition,
activities promote problem-solving, solidify Year 12 co-curricular leaders are responsible for
friendships, teamwork, and social skills, life skill leadership in key areas such as Music, Drama,
development, boost self-esteem, and encourage and Audio Visual.
high levels of participation. It is an ideal time of
life for students to get to know themselves and The Student Action Team (Year 7 – 12 students),
we have created opportunities for them to do so. led by the SAT Captains have three distinct
These include various sporting teams and portfolios that are: Spiritual and Community
sporting carnivals, SAPSASA, chess, music, Building; Media, Communication and Event
art, anime and debating clubs, Pedal Prix, Promotion; Charity and Service Enrichment.
Code Club, Information Technology teams, and This concentrated organization of the student
major drama productions, cross cultural service leadership model offers increased student
trips and excursions, and staff versus students agency and advocacy for students within the
competitions. College.
Pastoral Care and Student Wellbeing Community Engagement
Care Group Teachers, Year Level Leaders, the We value the richness and diversity of the wider
College Counsellor together with the Directors community and other education sectors. Positive
of Middle / Senior Years, oversee the care for and strategic partnerships are developed
the wellbeing of students. Our College Chaplain/ and maintained with students, families, local
STRATEGIC students showed great spiritual
leadership and developed their
team able to serve in a range of
areas to cater for the spiritual
INITIATIVES ability to speak well of their needs and development
2019
own relationship with Jesus in of staff and students. The
a public setting. College looks forward to the
development of the new team
Throughout 2019, our Each of these developments as we head into 2020.
commitment to fulfil Endeavour have had a positive impact on
College 2016-2020 Strategic the spiritual life of the College, International Service
Initiatives guided our planning its staff and students and we Opportunities
and gave focus to our work to look forward to continuing As our service trip to Indonesia
achieve the best outcomes for development in these areas continued into its second
the College. throughout 2020. year, the partnership with
our primary school partners
Spiritual Growth and Ministry Personnel at was further strengthened
Faith Formation Endeavour College together with increased time
Throughout 2019, Endeavour being spent with our senior
Developments in Ministry College continued to take secondary school partner.
Throughout 2019, Endeavour steps to form a team to best Students are supported to step
College took great strides serve the needs of the College. out in service in courageous
in furthering relationships Across the year, a suitable ways.
between the College and pastor in the LCA was not
its Connected Schools and available to take up a full time Environments and
congregations. Great support role as College Pastor. Learning That Equip
to the school ministry Students For Their
came in particular from the In order to meet the needs of
the College, the College’s Lay Future
congregations and pastors of
Mawson Lakes Community Chaplain, Charlie Tatera, and
Youth Worker, Alex Schmocker, School Wide Projects
Church, Good Shepherd
continued to ably serve the Teaching staff continue to
Lutheran Church in Para
school’s staff and students, engage in sector wide projects
Vista, Salisbury Lutheran
with the College engaging that work on enhancing the
Church and Tea Tree Gully
Pastor Chris Mann of Mawson learning program to develop
Lutheran Church. Endeavour
Lakes Community Church to in students, the capacity to
College’s ministry staff also
mentor the ministry staff and fulfil the College’s Vision for
built relationships with these
provide the helpful theological Learners. The Student Agency
congregations, and Good
insight that Lutheran pastors project commenced with the
Shepherd Lutheran School,
are trained in. intent of finding mapped and
Para Vista through active
intentional ways to support the
involvement in a range of
At the end of 2019, the College development of the personal
programs.
said farewell to both Charlie and social capabilities in
(who returned to his homeland students. The Project Based
A range of staff members also
of Poland to plant churches) Learning team (Year 7 and
took on increased roles in
and Alex (who is leaving to 8 Core) also convened to
various ministry activities of
focus on her theological and plan units of work that
the College, broadening the
ministry studies). Charlie prioritised making real world,
diversity of understanding and
served Endeavour College for interdisciplinary connections
increasing the depth of the
almost two years, and Alex for and authentic assessment
Christian faith that students
four years. opportunities for students.
experience. Simultaneously,
some students took on the
challenge of speaking publicly Sourcing a Lutheran pastor
of their faith to their fellow continues to be a focus for the
students in chapel. These College, as does forming a
SAT Leadership Model and collaboratively with to support Drawing heavily from the work
Implementation their ideas and initiatives. This of Charles Leadbeater, we
After planning in 2018 the concentrated organisation of wanted to see in our graduating
student leadership structure the student leadership model students, a sense of confident
was transformed to the created greater student agency independence, that a student
current model in 2019. The and advocacy for students had control of his/her own
new model coordinated various within the College. The Student future learning.
student leadership models Executive also planned,
that existed within the College organised and led the initial A graduating student needed
to maximise student agency planning day which included to be interdependent. They
and provide authentic student team building activities, needed to be able to work
representation. The model and timelines for the year effectively with a variety of
increased student action, ahead and leadership skill people to get the job done. They
impact and influence within development. needed the skills to be able to
the College in a meaningful explain their project and draw
and purposeful way that Development of Vision for others in.
allowed students to initiate Learners - Senior Years
ideas and projects in their The development of a Vision for To complete the triangle, we
areas of passion. The model Learners in the Senior Years, felt strongly that Endeavour
values the belief that the core focussed on the particular College students needed to
to successful leadership is skills and abilities our young be able to have the skills and
the quality of attention and people will need into the future, passion to take action and
intention given by the leader to to support their learning and impact change in the world.
any situation. opportunities for training and Once we had this philosophy,
employment. we could then start to make it a
Our new leadership model, the reality.
Student Action Team, included We know that the skills
three distinct portfolios (areas employers are looking for In creating this philosophy,
of focus and function) within are aligned more closely with we needed programs and
the larger team. Student Action the general capabilities and structures, together with
Team portfolios are: include areas such as problem learning spaces that supported
solving, collaboration, team this vision. The past two years
• Spiritual and Community mentality, culture of inclusion, has seen enormous amounts
Building willingness to take risks with of time and energy spent in
• Media, Communication and ideas and think outside of the collaborating with students,
Event Promotion square, capacity to be reflective staff and parents to both create
• Charity and Service thinkers and relate to a wide the vision and see it come to
Enrichment range of people from various fruition. Teachers and students
age groups. on the Senior Year Review team
Each of these groups was were part of creating the vision
led and directed by a Year 12 From students we found and structures, the ideas for
student and along with the they were looking for greater learning spaces, and discussed
College Captains, these five autonomy and choice in their the practicalities of how a new
students formed the inaugural day, flexibility in areas of study vision might actually work.
Student Executive. The Student within subjects, and a chance
Action Team was made up of to project manage their own
students from Year 7 to 12 who learning.
then become members of one
of the three teams. The Student From these discussions the
Action Team also included new Vision for Learners was
the various Year 12 Co- borne. This was the philosophy
curricular Leaders providing that would underpin all of the
them a student team to work learning that we wanted to see.
Options (Infinity) and To this end 2019 saw the characteristics that a school
Mentoring development of a senior years environment can and should
Options was formulated vision. strive to influence and nurture
with a focus on student in young adolescents.
directed time for senior Parents were engaged with
students which facilitated an the draft versions, adding The capabilities and
opportunity for them to make their input into the ideas and characteristics expressed in
independent choices about suggestions, representing a the Vision, focus on attributes
how to maximise the time large and important group students need for successful
for personal development. of our stakeholders in the learning, and also on affective
The Options Infinity program process. skills; the behaviours and
will include a mentoring attitudes that students need
program, developing The plans for a new Senior to learn in order to be effective
e-portfolios, and various Years’ Centre are also in their personal and learning
options for improved health captured within this vision. lives. The Endeavour Way,
and wellbeing. In preparation It has spaces for teaching, the ACARA Personal and
for its implementation in 2020, spaces for collaborating and Social Capability, and the
mentor training was conducted using technology to share work of Charles Leadbeater,
with a team of volunteer learning, places for quiet gave shape and purpose to
mentors. study, individual study, meeting the Middle Years Vision for
places and big thinking spaces. Learners.
Planning also began for the Conference, tutorial and rooms
new freedom of study lines for with increased technology The key capabilities expressed
Year 12 students who will have enhance students learning in the Vision for Learners, as
the flexibility to sign in and opportunities, with respect to in the Senior Years Vision for
out for any study lesson. They invention, innovation, creative Learners, are Independence,
will resume the responsibility thinking and problem solving. Interdependence and Collective
and accountability by being Action. This philosophical
expected to return on time Furniture has also been alignment between the two
and generally utilise the time selected that captures the Vision for Learners frameworks
effectively whether they remain vision for learners and studying allows for continuity of
on or venture off-campus. spaces that support young learning, a strong focus on
adults. Endeavour’s Mission from the
The Senior Years provides time of a student’s transition
opportunities for students Plans also included a new into high school to their
develop as unique individuals STEAM room that will enable graduation, and a common
by exploring and understanding students to engage in a variety language against which student
themselves and by considering of modes of learning that can growth can be measured. The
their future goals, dreams include 3D printing, electronics elaborations of each of the
and pathways. In these and laser cutting. Supporting three capabilities capture age
final years of secondary the demand for more choice, appropriate characteristics that
education, we aim to present an Ideation Studio, a Media differ from those in the senior
students with opportunities Studio and an additional Food years.
to assume responsibility and Technology room were also
to understand and accept included. The Vision for Learners in
accountability. Reflecting the Middle Years grew from
on the impact of choices, Development of Vision for a process which included
decisions and behaviours Learners – Middle Years consultation with staff and
for both themselves and The development of a Vision for students, and a strong focus
others empowers them. The Learners in the Middle Years, on student agency. It was
opportunities they are afforded designed in alignment with important to us that this Vision
are directly related to their the Senior Years philosophy, for Learners was articulated in
engagement and initiative. focused on the capabilities and language that our Year 7, 8 and
9 students could understand require staff and students range of perspectives. Visits to
and work with as they reflect to not be aligned with class Encounter College and Tyndale
on their approaches and or pastoral commitments were held to discuss the merits
successes, set personal goals • Consistent timings and pitfalls of the solutions
and measured their growth. allocated to pastoral time they were using in order to
and consequently lesson gain valuable insights into the
Development of Middle Years times throughout the day interplay between their data
Leaders and week - greater equity in systems, the areas they were
In 2019, the Middle Years lesson time allocation struggling with and the level of
Village Leaders pioneered a • Lowering the focus of staff buy-in. A recommendation
new way of delivering Pastoral Care Group time from that document was generated
Care to our Middle Years of administrative tasks which concluded that in 2020
students. Their work started in to more student-centred Endeavour College would aim
Term 4 of 2019, just a few days opportunities. to transition to Canvas, an
after winning their positions, • Sharpening the start of the LMS (Learning Management
when they joined forces with school day by starting with System) and TASS as its SMS
the 2019 Middle Years Leaders Lesson 1 (School Management System).
and workshopped what they • Greater opportunities for
believed Pastoral Care should Middle Years students to Audio Visual / Online
look like at Endeavour College. plan and lead Communication on Screens/
In one day, they reviewed and • Maintain the general flow Direct to Students
revised the College’s Pastoral of previous day structure Further work to provide
Care objectives, addressed models consistency of audio-visual
the capabilities that Middle solutions was delivered.
Years students must be given Technology and This included the final
opportunity to develop, and communication that installation of interactive TVs
planned activities that they in all classrooms as well as
enhance learning
could lead with minimal installation of screens and
teacher support. The result outcomes projectors in the Endeavour
was that, throughout 2020 Centre that behave in a similar
they would be responsible for Data Management Review of way to a regular classroom,
planning and facilitating of Systems reducing the need for specific
fortnightly activities for all Year In line with consistently IT support in that space. In
7, 8 and 9 students in each of poor reviews from staff and keeping with a revised day
their Villages. students related to Edumate, structure and a need to deliver
as well as the need to move room changes differently,
Structures Reviewed away from Maze which is due software was written to
The structure of the school day to reach end of life, the Data allow this information to be
was considered and redesigned Management Team reviewed published and displayed on the
around the following replacement systems that TV screens in the Mall. A trial
considerations: aligned with the priorities listed of these systems throughout
above as well as a solution the latter part of Term 4 (after
• A need to rethink how that would replace our current examinations) proved valuable
Chapel and suitable spaces finance system. This involved and was well received by
for Chapel occur throughout overarching research into the students and teachers.
the week in consideration range of available solutions,
for a larger student and tapping into other local Technology and Assessment
population schools’ reviews to establish a Throughout the first part of
• The desire to find flexible short-list. After short-listing, 2019, time was spent training
time for Senior Years providers were invited to staff in the use of the electronic
students in keeping with the present their product. Both the central markbook. In line with
development of a Mentor E-Learning team as well as improving communication with
Program which would LSOs were involved in providing parents about student
feedback to allow for a broad
governance policies.
Technology and Assessment
Sustainable Futures Position of Added
Responsibility (PAR) Review
(cont) During 2019 a review of
Supporting Increased
involvement and meeting the curriculum leadership
Enrolments and Student
student outcomes, this allowed structure and associated
Programs
parents and students to see remuneration and time
The College continued to focus
upcoming and assessed allocation for each position
on the provision of facilities to
tasks, and results in Edumate was undertaken. The changes
support student learning and
and streamlined parent to the current structure were
the growth in student numbers.
communication. Teachers minimal and included an
In 2018 student numbers
also began using Teams increase of leadership points
were 625 and were expected
as a consistent platform to and lesson allocation for some
to grow to approximately 750
communicate learning specific positions, together with the
in 2021. During the year, the
information with students. introduction of a pedagogical
design and construction of
the Senior Years’ Centre took coach. Changes also included
Rich community place. Under design and compliance with the EA that
Partnerships direction of Arkvale Architects, states that each teacher can
Mossop Constructions and only hold one Position of
Improving Parent Interiors constructed the Responsibility (PAR).
Communication building beginning in May and
Our strategic initiatives have completing the project in early
involved the introduction 2020, ready for the school
of continuous reporting to year. We employed the use of
parents/students to enhance two transportable classrooms
communication in regard to accommodate the student
to student progress and numbers during the build.
achievement. During the second
half of 2019, all staff were Minimising Risk
expected to upload their marks The construction of a fence and
for all summative tasks to the gates on the Mawson Lakes
Edumate central markbook. This Boulevard perimeter occurred
was supported with ongoing and added security to the
professional learning for those property.
staff as well as development of
policy around reasonable time A significant number of lights
frames to publish due dates as have been replaced with LED
well as return work to students. lights to improve efficiency and
Parent communication was reduce the costs of electricity.
ongoing to support the transition
to this mode of feedback. During Policy Review
this transition phase, the regular The Management Team
reporting expectations were have an ongoing policy
maintained. It was noted that this review process to ensure our
step was a transition to include operational policies remain
all marks as well as student relevant and compliant with
feedback (comments) becoming current legislation. Using the
an expectation in 2020. Complispace platform, policy
relative to Student Safety,
Privacy and Confidentiality have
been reviewed.
The governing Council
have also reviewed severalTEACHING STANDARDS Student Agency, further development of
E-Learning with a focus on Office 365 as well
to monitor each other’s progress towards their goals, observe teaching towards their targets and
to provide critical and professional comment. Documented evidence showing indicators of goal
AND QUALIFICATIONS as the development of continuous reporting.
The principle of focus in 2019 was “Shared
development were provided at the end of the year and in 2019 small groups of teachers shared the
progress of their goals with each other in the PLP Fair – a way for teachers to celebrate and share their
Professional Learning Responsibility”. learning with colleagues.
All teachers undertake professional learning.
Professional learning activities are planned The qualifications of staff at the College are as follows:
annually to align with the College’s strategic Teacher Professional Learning
plans. Professional learning activities are planned Qualification Staff Qualification Staff
annually to align with the College’s strategic Number Number
At the time of employment, all staff including goals. In 2019 our key areas for development Advanced Diploma in Accompanying 1 Certificate in Furnishing 1
Lutheran School Officers (LSO), instrumental included: Advanced Diploma of Accounting 1 Certificate in Horticulture 1
teachers and volunteers are required to hold a • The development of the Senior Years
Advanced Diploma of Arts 1 Certificate in Industrial Electronics 1
current Working With Children Check (WWCC) or Philosophy
Advanced Diploma of Performance 1 Certificate of Information Technology 2
a current DCSI clearance. All staff at Endeavour • Developing Student Agency
Associate of Music 1 Certificate in Microsoft Systems Engineering 2
College strongly support the ethos of the • The strategic use of “Shared Responsibility”
in teaching practices Bachelor of Applied Science 2 Certificate in Programmable Logic Control- 1
College and are required to keep current the lers
following qualifications: • Ongoing development of Continuous
Bachelor of Arts 19 Certificate in Teaching English as a Second 1
Feedback practices utlising digital platforms Language
• First Aid including Office 365 (Teams & OneNote) and Bachelor of Business 2 Certificate in Training & Assessment 3
• Mandatory Notification Edumate central markbook. Bachelor of Commerce 1 Diploma of Accounting 1
• Valuing Safe Communities • Development of Project based Learning in Bachelor of Education 29 Diploma of Application Design 1
the Middle Years
Bachelor of Education & Linguistics 1 Diploma of Bible & Mission 1
From July 1, 2019, all staff were required to Bachelor of Geoinformatics & Surveying 1 Diploma of Education 3
meet the legislative requirements related to Additionally, (further to these priority areas,
Bachelor of Human Movement 2 Diploma of Electrical Engineering 1
Working With Children Checks (WWCC) and during regular Professional Learning)
opportunities provided to all teaching staff, Bachelor of Information Technology 1 Diploma of IT Project Management 1
those whose DCSI clearances were due to
areas of focus included: Bachelor of International Studies 1 Diploma of Human Resources Management 1
expire, gained a WWCC.
Bachelor of Law 1 Diploma of Library & Info Services 1
All teachers are required to be registered with • Training and reinforcement related to the Bachelor of Medical & Pharmaceutical 1 Diploma of Management 3
Sciences
the South Australian Teachers Registration practices surrounding The Endeavour Way
and Restorative Practices approaches Bachelor of Music Teaching 1 Diploma of Ministry 1
Board.
• Review of the Senior Years Bachelor of Music Education 1 Diploma of Teaching 3
In 2019, our key areas for development included • Readings and visits to local business Bachelor of Pharmaceutical Science 1 Graduate Certificate in Adolescent Health & 1
Wellbeing
Endeavour College’s Vision for Learning, & educational institutions related to
Bachelor of Psychology 1 Graduate Certificate in Applied Linguistics 1
Restorative Practices and the Teacher educational futures and workforce directions
to inform Endeavour’s practices, learning Bachelor of Science 7 Graduate Certificate in Education 3
Professional Learning Plan.
spaces and curriculum offerings Bachelor of Science in Education 1 Graduate Certificate in Educational Leader- 1
ship
Vision for Learning • Mentor training (teaching and LSO staff) in
Bachelor of Social Science 1 Graduate Certificate in Educational Com- 1
The Vision for Learning sets a focus for all preparation for mentoring students in 2020 puting
learning across the College. The Vision for • Development of the Middle Years Pastoral Bachelor of Special Education 1 Graduate Certificate in Narrative Therapy 1
Learning: Exploring together… be part of Program Bachelor of Special Education 1 Graduate Certificate in Religious Education 1
our adventure (middle years) and Exploring Bachelor of Teaching 5 Graduate Diploma in Education 11
together… creating the future (senior years) is The annual Professional Learning Plan (PLP)
Bachelor of Theology 1 Graduate Diploma in Education (Computing) 1
expressed in classrooms and all other learning aligned collegial partners / collegial groups
Bachelor of Visual Arts and Design 1 Graduate Diploma in Mathematics 1
within the College through the four pedagogical and allowed teachers to strategically set goals
around: Certificate in Business Administration 1 Graduate Diploma in Narrative Therapy 1
principles of Inclusivity, Purposeful, Shared
• The Vision for Learning Certificate in Change Management 1 Graduate Diploma in Social Sciences 1
Responsibility and Risk Taking. The Vision for
Learning provided a focus for staff professional • An ICT focus Certificate in Electrical 1 Graduate Diploma in Theology Education 4
practice and development and was a reportable • Their Position of Additional Responsibility Certificate in Financial Services 1 Honors Qualification 8
area in our programming through Edumate. (PAR) Masters Qualification 15
Professional Learning for staff included
development of the Senior Years philosophy, The process required and allowed colleaguesWORKFORCE STUDENT
COMPOSITION ATTENDANCE
The 2019 School Leadership Team included Year 7 93.5% Year 10 92.5%
the Principal, Deputy Principal, Director of Year 8 91.7% Year 11 91.9%
Learning, Director of Middle Years, Director of Year 9 91.1% Year 12 91.6%
Senior Years, Business Manager and the Lay
Chaplain. In addition, there were six Year Level
Leaders leading Years 7 through to 12, as well
as a Learning Leader for faculties who were
Management of
responsible for ensuring full coverage of the Non-Attendance
Australian Curriculum plus Christian Living.
Year Level Leaders in levels 7-9 reported to the Short-term Absences
Director of Middle Years and Year Level Leaders Parents/caregivers are advised to inform the
in levels 10-12 reported to the Director of Senior College of a student’s non-attendance by phone,
Years. All Learning Leaders reported to the email and/or signed note. If a student is absent
Director of Learning. (as determined by Lesson 1 and 2 rolls) and no
explanation is provided, phone calls are made to
Students were supported in other aspects parents/caregivers by Student Services staff to
of their development and wellbeing by roles determine the reason for non-attendance.
including Counsellor, Lay Chaplain, Youth
Worker, Learning Support Officers, Librarians, An absentee list is created and sent to all
Laboratory Technician and ICT Services. Other staff. Continual or frequent non-attendance is
areas of the College with significant numbers followed up by Care Group teachers, Year Level
of permanent and fixed term staff included Leaders and Middle / Senior Year Directors by
Administration and Property Services. Areas of phone, interviews and letters.
the College with significant numbers of casuals
or contractors included: instrumental music When absence is due to illness/medical
tutors; Health and Physical support, Visual Art reasons, schoolwork is provided by teachers to
support and Outdoor Education instructors. All Middle Years students should they be absent
support staff reported to the Business Manager. for five days or more. Senior Years students
are provided with schoolwork and instructions
Staff Numbers if their absence exceeds two days. In some
cases, a doctor’s certificate may be required for
Teaching Staff 57 assessment.
Full-time equivalent teaching staff 53 Non-medical and Long-term Absences
Parents/caregivers are expected to inform the
Non-teaching staff 28 College of planned absences. In the case of
known absence due to non-medical reasons,
Full-time equivalent non-teaching staff 20 parents are to submit an Application for
Exemption from School form.
Indigenous (ATSI) staff 0SENIOR SECONDARY
OUTCOMES
SACE Completion
• 100% of all students who were eligible to
100% complete their SACE did so
• 98% of all grades were passing grades of C-
or above
SACE • 28% of all grades were in the A band
• 43.6% of all grades were in the B band
COMPLETION • 9 Merit Awards were given and 7 A+ grades.
• 15% students completed VET courses as a
part of their SACE
DUX
Ishita Goel - ATAR 99.2
VET Certificates Completed in
99.2 • Certificate III in Live Production and Services
• Certificate III in Music Industry
• Certificate III in Sport Career Oriented
DUX Participation
ATAR • Certificate III in Fitness
Post School Destinations
• Of those who applied for courses through
SATAC
• 87% received an offer
• 60% received an offer for their 1st preference
9 • 73% received an offer for their 1st or 2nd
preference
Universities
MERIT • 40% received offers from Adelaide University
• 34% received offers from University of South
AWARDS Australia
• 15% received offers from Flinders University
Most Popular Course Areas
• Health/ Medical and Allied Health
• Arts/Media/Creative industries
7
• Sciences
• Business and related areas
• Nursing
• Education
A+
GRADESSTUDENT OUTCOMES Prix event is high. Parents take responsibility
for car maintenance and catering, supported by
• As part of the Middle Years Futures review,
staff and students were invited to provide
adjustments could be made for future events.
Areas where feedback was sought included:
IN STANDARDISED teaching staff. feedback about the culture of the Middle
NAPLAN
Years. All staff reflected on the current • Staff professional learning days
Parents/caregivers in 2019 continued to reality in the Middle Years and imagined • Spiritual Retreat Days
contribute to the success of the community their preferred future for our Middle Years. • Changes to assessment and reporting,
Endeavour College students sat the 2019 sport program, volunteering their time to Many staff volunteers then contributed to the particularly with the plan of introducing
National Assessment Program Literacy support the sporting competitions in various development of the Middle Years philosophy. continuous reporting
and Numeracy (NAPLAN) tests in the online capacities. Around 60 students from Years 7, 8 and 9 • Position of Added Responsibility (PAR)
environment. volunteered to review the Middle Years and Review 2019
As one way of measuring the success of the attended several workshops which explored • Staff End of Year Survey
Results: program for transition into Year 7, all Year 7 key areas of student life: how we learn,
Percentage of Year 7 students who achieved the
National Minimum Standard
parents and caregivers were invited to answer a
survey, which asked them to give feedback on:
what we learn, spaces, fun and culture.
From these workshops, several project SCHOOL INCOME
groups were formed, and these student led
Reading 98% • key transition events for students and groups continue to work towards developing Australian
Writing 98% families, such as the Welcome to High proposals for projects that will directly Commonwealth
Spelling 98% School information evening for families and influence how the Middle Years culture recurrent funding $6,403,169 (46.3%)
Grammar and Punctuation 98% the Transition Day for students develops.
Numeracy 99% • Term 1 events for Year 7 students, such as State Government
Orientation Day and camp A staff Consultative Committee also meets as recurrent funding $1,758,301 (12.7%)
Percentage of Year 9 students who achieved the • their child’s experience of the Endeavour the need arises, and the Work Health and Safety
National Minimum Standard culture, including challenges and joys Committee are responsive to issues in this Fees, charges and
• the College’s communication methods area that are raised by staff. In 2019, the Local parent contributions $5,526,556 (40.0%)
Reading 95% Workplace Agreement was reviewed through
Writing 94% Other opportunities provided in 2019 for parents consultation with staff and endorsed prior to the Other private
Spelling 98% and students feedback included: 2020 school year. resources $145,368 (1.0%)
Grammar and Punctuation 94%
Numeracy 99% • Senior Years Review Team – throughout Students have input into such groups as Total Gross
the 2019 year, a group of staff and students Worship Band and Chapel services. Student Income 2019 $13,833,394
Student participation rates for the testing phase continued the process of reviewing what leaders also meet regularly with Endeavour’s (excluding income from government capital
is currently offered in our Senior Years. senior management staff and the Principal, to grants) Other
Year 7 Reading 99%; Writing 98%; Language Building on the foundational work and share ideas and discuss matters that their peers
research completed in 2018, the focus was to State Government Commonwealth
Conventions 99% and Numeracy 99%; want addressed. In these groups and forums,
Year 9 Reading 98%; Writing 95%; Language establish a Senior Years Vision for Learners. student voice is valued, and staff listen and are
Conventions 99%; Numeracy 99% Staff and students provided feedback on responsive to student feedback. We have also
the vision. Following the establishment found that students feel a sense of belonging
of the vision, a focus on how this would and self-worth when they join these and other
PARENT AND STUDENT inform our Culture and Engagement,
Curriculum, Structures and Timetable
social teams.
SATISFACTION and Learning Spaces then began. Many
hours of discussion and feedback from all
With a new student leadership model introduced
in 2019, the Student Action Team (SAT), greater
stakeholders resulted in changes in all student voice and capacity to take action is
Endeavour College regularly seeks feedback areas. being developed. Alongside the College Captains
from all stakeholders including parents/ • A parent representative group were part of and Extra Curricular Leaders, the SAT gives
caregivers, students and staff. Some this review. They contributed to the Vision for members the opportunity to engage directly with
opportunities for providing feedback occur on a Learners, the changes to structure, culture issues and events which they feel passionately
regular basis each year, while other feedback and engagement. Their views were also about.
is gathered in a particular year for a specific sought on learning spaces being developed
purpose. for the Senior Years Centre. On-going Each year the staff are invited to provide
reporting on progress occurred throughout feedback on various areas of the College. In
Parents/caregivers are invited to engage in the year in the Anchor and at key parent 2019 feedback was sought after each major
College activities by assisting in extra-curricular sessions. event, to ensure feedback was timely and Fee, Charges,
programs and fundraising. As in previous years,
parent Contributions
parent involvement in the support of the PedalENDEAVOUR COLLEGE School Performance Report 2019
85 Mawson Lakes Boulevard In line with the reporting obligations under the Schools
Assistance Regulations 2009, the Australian Education
Mawson Lakes SA 5085
Act 2013 requires independent schools to publicly
T 8368 3311
report a range of school performance information.
F 8368 3399 The information contained in this report is an explicit
E admin@endeavour.sa.edu.au response to the Commonwealth Government’s
W www.endeavour.sa.edu.au requirements under the headings required by the
CRICOS 02402K Commonwealth Government. The information relates to
the 2019 school year.You can also read
