Annual School Report (2013)

St Patrick's Marist College, Dundas

151 Kirby Street, Dundas NSW 2117
Principal: Mrs Angela Hay
Phone: 02 8841 7900
Fax: 02 8841 7999


About the Annual School Report

St Patrick's Marist College is registered by the Board of Studies (New South Walesas a member of the Catholic system of schools in the Diocese of Parramatta, associated with Marist Schools Australia.

The Annual School Report provides parents and the wider school community with fair, accurate and objective information about various aspects of school performance and development. The Report describes achievement of school development priorities in 2013 and gives information about 2014 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008.

The information in this Report is complemented by the school website where other school publications and newsletters can be viewed or obtained from the school

Message from key school bodies


I am proud to present to you the 2013 Annual School Report for St Patrick's Marist College, Dundas. The College is a family, focused on the formation of young people with strong minds and gentle hearts. Our quality teaching and learning experiences nurture and challenge each student to become an informed, thinking person who acts with the compassion of Jesus and the reflective heart of Mary in creating a more just world.

As a Catholic community we strive to develop, promote and sustain a dynamic and life giving relationship with God in Christ through knowledge and spiritual formation opportunities, in the Marist tradition. Faith formation in the Catholic tradition for staff and students is the foundation of our educational mission through intellectual and spiritual learning, experiences and celebrations.

The environment in which students interact with other students, staff, parents and friends of the College is warm and friendly, yet ordered and disciplined, where relationships are characterised by mutual respect.

At St Patrick's Marist College the students are our highest priority. Their safety, esteem and success drive everything that we do. The students are constantly challenged to do their best and this will only occur in an environment that is conducive to high achievement.

Parent body

Several avenues exist for parents to be involved in the College. These include:

  • the Parents and Friends Association
  • the various 'working bees'
  • canteen serving
  • parent information evenings
  • parent/teacher interview evenings
  • volunteers for examination supervision

Student body

Students are encouraged to be active in the direction of the College through the following channels:
  • class captains and class vice-captains
  • College senior student leadership positions
  • peer support leaders
  • Students' Representative Council

Who we are

History of school

St Patrick's Marist College, Dundas, has a proud history dating back to the colonial era of Australia and has the distinction of being the oldest school in Australia under the charge of teaching Brothers. St Patrick's Marist College was originally established in 1872 at The Rocks and in 1962 moved to its present site at Kirby Street, Dundas. During 2012 the College celebrated 50 years on the Dundas site. 

The secondary school, catering for boys in Years 7 to 10 was officially opened on 2 October, 1966. Nineteen eighty five marked another historic year for St Patrick's Marist College when, not only were its first Year 11 students enrolled, but co-education was introduced in the senior school.

Many changes have taken place since 1872 but the College has valued and preserved the Marist traditions which are still associated with the name St Patrick.

Location/drawing area

St Patrick's Marist College is a co-educational school located in Dundas and draws on students from localities surrounding Dundas. It serves the parishes of Rydalmere, Dundas and North Rocks. There are nearly 1,000 students enrolled at St Patrick's Marist College and 36 homeroom classes from Years 7 to 12.

Enrolment policy

St Patrick's Marist College follows the Catholic Education, Diocese of Parramatta (CEDP) document, Enrolment Procedures in Parramatta Catholic Systemic Schools, January 2002. This document can be obtained from the school office or is available on the CEDP website

Current and previous years' student enrolments

Year Boys Girls Total
2011 528 467 995
2012 517 452 969
2013 518 464 982

As our school is in a growing area, our enrolments are increasing as new families move into the area. It is projected that this trend will continue over the next years.

Characteristics of the student body

The table below shows the number of students in each of the categories listed.

Language Backgrounds other than English (LBOTE)* Student with Disabilities (SWD)* Indigenous
 387  37  8

School review and development

Annual school priorities

 Priority Reason for the priority  Steps taken to achieve the priority Status of the priority (Achieved, not yet achieved, Ongoing, no longer a priority)
Our first priority was to create a culture in which all staff are learners in order to improve the learning outcomes for all students.
This priority was chosen in response to the Quality Catholic Schooling (QCS) feedback and subsequent staff discussion.
  • peer coaching
  • plan and review professional framework
  • use faculty time for professional learning
  • log professional learning
Our second priority was to target students in Years 8 and 10 who were at or below, minimum standard for National Assessment Program - Literacy and Numeracy (NAPLAN) Literacy.
This priority was chosen as a result of the data showing a need for specific intervention to improve the literacy of these students
  • students targeted in Year 8 focus on reading
  • reading strategies used in all classes
  • regular spelling tests
  • assessment tasks targeting literacy
  • feedback from assessment tasks
  • English teachers to integrate punctuation and grammar into lessons
Our third priority was to develop, promote and sustain a dynamic and life giving relationship with God in Christ through the development of opportunities, in the Marist tradition
Faith formation in the Catholic tradition for staff and students is the foundation of our mission.
  • introduction of prayer journals in Religion classes
  • provide spiritual formation through various ministries
  • reflection days developed for years 7 to 10
  • development of Sacramental program
  • provide ongoing opportunities for staff development in Marist spirituality
  • provide opportunities for staff and students for Marist immersion

Projected school priorities

 Priority Reason for the priority
Steps to be taken to achieve the priority
Our first priority will be to expand the understanding and experience of Christian prayer.
Faith formation in the Catholic tradition for staff and students is the foundation of our mission. 
  • increased focus on Marist spirituality
  • increase opportunities for involvement in liturgical ministries
  • Faith in Action program
  • immersion opportunities
  • formation opportunities for staff and students
Our second priority will be to improve the writing skills of all students.
The analysis of data has identified this as key to improving student outcomes.
  • developing an understanding  and use of different text types
  • scaffolding
  • direct instruction
  • teacher feedback
  • data wall
  • development of a common language
Our third priority will be improving the numeracy skills of identified students in Years 7 and 8.
Data indicates these students require intervention to improve numeracy.
  • increase number sense
  • developing an understanding and use of number strategies
  • use of warm ups
  • use of concrete materials to support learning
  • student journalling

Catholic identity

Prayer, liturgical life and faith experiences

The College had several whole school liturgies during the year. These included the Commencement Mass, the St Patrick's Liturgy, the Ash Wednesday Liturgy and the Graduation and Advent Masses.

Each year the College celebrates the feast day of Saint Marcellin Champagnat.

Prayer is always part of each staff meeting and each College assembly. The school community prays the Angelus each day at midday.

All students in Years 11 and 12 attend a retreat. These retreats are held away from the school and focus on the students' spiritual development.

Reflection days are conducted for Years 7, 8, 9 and 10.

Staff also contribute and participate in the liturgical life of the College. Opportunities include weekly prayer, Lenten programs and  a reflection day in which they have the opportunity to reflect on their own spiritual journey.

Social justice

The College has an active social justice committee that responds to various needs in the community.

  • In particular, members of the committee assisted at a local men's hostel each Friday evening.
  • Students were also active in fund raising for people in need.
  • Parramatta Mission each month
  • All classes were involved in the Lenten Appeal which raised money for Project Compassion.
  • In term 2 students continued to work in raising money for Marist Asia Pacific Solidarity (MAPS), which included projects in Papua New Guinea and the Solomon Islands.
  • In term 4 all students were actively involved in collection of Christmas hampers. The hampers were given to Saint Vincent de Paul to distribute to the local community.
  • Senior students supported the blood bank by regularly giving blood.
  • Environment group

School, home and parish partnerships

The College has active partnerships with the local parishes by assisting with youth groups and being involved in parish liturgies. Also the College collects items to be included in hampers that are given the local St Vincent de Paul groups.

The College regularly communicates with our three local parishes. Our parish priests visit the College and assist us with  our Formation program.

Parents are invited and welcome at all major College liturgies and celebrations. Our Parent and Friends group meet regularly, have the opportunity to get and give feedback, organise parent events, assist at open day and contribute to the improvement of our College facilities.

Religious Education

Religious Education

St Patrick's Marist College Religious Education program is based on the Diocesan syllabus, Sharing Our Story, and the Board of Studies course, Studies of Religion. The articulation of outcomes for each teaching unit in the program, coupled with the follow-up student assessment tasks, challenges the teacher and student alike to become more familiar with a sound knowledge of our Catholic tradition.

The religious education dimension of the College is further enhanced by the teaching of Catholic gospel values across the curriculum which complements the Marist charism in the College in the formation of our students, and challenges each to become an informed, thinking person who acts with the compassion of Jesus and the reflective heart of Mary in creating a more just world.

Professional learning of staff in Religious Education

All teachers of Religious Education have the opportunity to attend a variety of professional learning opportunities. Professional learning is provided at designated team meetings throughout the year and staff are invited to attend various courses offered by the Catholic Education Office and the Marist Ministries Office. As part of the curriculum, guest speakers regularly visit the College and this provides further opportunities for staff learning.

Staff teaching Studies of Religion have attended courses run by the Board of Jewish Educators and the ISRA to support their teaching on Judaism and Islam.

Learning and teaching

National Assessment Program - Literacy and Numeracy (NAPLAN) 2013

Students in Year 7 and Year 9 across Australia participated in National Assessment Program - Literacy and Numeracy (NAPLAN) in May 2013. The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of the students’ performance against established standards and against other students in Australia. Each year the results are analysed by the school to inform teaching with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy, reading, writing, grammar, punctuation and spelling at particular ages. These are referred to as national minimum standards. Band 5 is the minimum standard for Year 7 and band 6 is the minimum standard for Year 9. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below.

 % of students at or above national minimum standard% of students in top three bands
Year 7:    
Literacy100.00 91.90 70.00 51.70
Numeracy99.40 95.10 67.63 52.50
Reading99.40 94.20 74.42 55.80
Writing99.40 89.30 55.56 42.20
Grammar and Punctuation96.50 90.60 73.10 52.10
Spelling98.20 93.60 74.27 61.70
Year 9:    
Literacy99.40 88.70 62.94 44.10
Numeracy99.40 90.60 64.74 46.60
Reading98.80 93.40 62.43 48.20
Writing95.90 82.60 54.07 36.80
Grammar and Punctuation98.80 88.10 58.14 44.30
Spelling97.70 92.10 66.28 50.50

The College has analysed the data and has used this information to assist in the formulation of the College's Implementation Plan for 2014.  The data indicates that the College is achieving well above the national average for the percentage of students in the top three bands across all areas. The College has a targeted intervention program for students at or below minimum standards.

Record of School Achievement (RoSA) 2013

From 2012, eligible students who leave school before receiving their Higher School Certificate (HSC) will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulative credential in that it allows students to accumulate their academic results until they leave school.

The RoSA records completed Stage 5 and Preliminary Stage 6 courses and grades, and participation in any uncompleted Preliminary Stage 6 courses. It is of specific use to students leaving school prior to the HSC.

In 2013, 8 Year 10 and two Year 11 students left school and requested a RoSA.

Higher School Certificate (HSC) 2013

Percentage of students in performance bands 4, 5 and 6 compared to the state.

Performance BandsStudies of Religion 1English StandardEnglish Advanced
Bands 4, 5, 6School80.6 56.0 94.6
State77.3 34.0 86.0
Industrial Technology Multi-Media
General Mathematics
92 94
60 42

The College achieved commendable results in the 2013 Higher School Certificate. Twenty eight subjects out of thirty one performed above state average. Strong performances were again evident in most subjects and these results reflected the College's ongoing commitment to improve the learning outcomes of all students and to continue to achieve excellent HSC results.

School curriculum

The College has implemented the following additional teaching and learning programs:
  • The extension students are identified and placed in advanced classes.
  • Extra classes are held for students studying extension courses on Thursday afternoons.
  • Special supervised study sessions are held on one evening each week for senior students. Teachers also attend these sessions and provide additional help for students.
  • During term 3 all Year 12 students are involved in a special Higher School Certificate (HSC) revision program. This program operates during the normal sports time.
  • Homework support is offered for those students who may require additional help with their work.
  • A special needs task force operates to assist those students who experience learning difficulties.
  • A literacy task force has been established to coordinate and implement literacy programs that address the needs of the College.
  • Program to Enhance Effective Learning (PEELinitiatives have been implemented across the curriculum.

In order to assist students during times of transition the following programs have been implemented:

  • Year 6 into Year 7:  
    • interviews with all families
    • orientation day for students and orientation evening for families
    • special orientation week during the first week of Year 7
    • the Year 7 orientation camp
    • the Peer Support program
  • Year 10 into Year 11:   
    • senior school orientation afternoon                                   
    • two information evenings for families
    • conferencing with students regarding career paths and subject choices
    • careers talks
    • subject market days
  • Year 10 to Technical and Further Education (TAFE) and/or employment:
    • information evening
    • Careers program
    • special careers conference run during term 4
    • careers market day
    • selected work experience program
    • Some students were identified and entered the Lighthouse Project.

The school is involved in a number of co-curricular activities. These include:

  • representative sport - Metropolitan Combined Catholic Schools (MCCS) for girls and Metropolitan Combined Schools (MCS) for boys
  • College Sports program including swimming classes and surf lifesaving classes
  • Catholic Schools Debating competition
  • College public speaking competition
  • College musical
  • Marist Oratory
  • Tournament of the Minds
  • first aid course
  • national competitions in Science, Mathematics and English
  • chess competition

Initiatives to promote respect and responsibility

The following initiatives have been implemented:

  • Anti-bullying program
  • ANZAC Day ceremony
  • Pastoral Care program
  • Student leadership structure
  • St Vincent de Paul hampers
  • Lenten collections for charities
  • Peer Support program
  • Social justice committee

Parent satisfaction with the school

During 2013, Catholic Education Diocese of Parramatta engaged insight SRC to conduct the Quality Catholic Schooling (QCS) survey to provide feedback from parents, students and staff about our school. This survey will be conducted annually.

The QCS data collected and reported showed that parents were very positive about our school. They felt we had a very strong focus on student learning and provided a consistently safe environment for our students, where they had good connections and strong peer relationships. Parents were very happy with the reporting and curriculum processes, however they would have liked to see greater student motivation and more stimulating learning.

Student satisfaction with the school

The QCS data showed our students felt very safe and connected to their peers at school. They felt that they had a high level of motivation and confidence in their learning but they would have liked to experience more stimulating learning.

Teacher satisfaction with the school

The QCS data for teachers showed a significant improvement in the areas of role clarity, engagement, learning and empathy. Teachers felt very strongly that the processes the school had for student management and curriculum were working well, assisted by the consistent approach taken by staff. Staff rated student behaviour and student motivation highly however they indicated that they would have liked to work on more engaging practices and develop stronger partnerships with parents. Staff also indicated a need to continue with the increased focus on profesisonal learning and feedback for staff.

Workforce composition

Number of Staff
Number of teachers who hold teaching qualifications from a higher education institution within Australia or as recognised by AEI-NOOSR*.
Number of teachers who have a bachelor degree from a higher education institution within Australian or within AEI-NOOSR* guidelines but lacking formal teacher qualifications.
Number of teachers who do not have qualifications as above but have relevant successful teaching experience or appropriate knowledge relevant to their teaching context.
Number of teachers accredited to teach Religious Education
Number of teachers currently undertaking accreditation to teach Religious Education
Number of non-teaching staff (includes teachers aides)
Percentage of teacher who are Indigenous  0

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning

Professional learning is an important activity in the College and is a blend of internal and external opportunities. In 2013 these opportunities included:

  • literacy courses attended by staff
  • understanding data
  • technology as a tool in the classroom including iPad and Ggoogle applications
  • staff spirituality opportunities
  • developing Professional Learning Communities
  • pastoral care courses
  • first aid courses
  • WHS
  • HSC and RAP analysis
  • National curriculum
  • network meetings
  • various administration courses
  • KLA related courses

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 96.3%.

Teacher retention

Of the 2013 teaching staff, 94% were retained from 2012.

Student attendance rates

Percentage of student attendance by Year level and school average:

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 School Average
 96  95  95  95  96  95  95

Managing non-attendance

Regular attendance at school is essential if students are to maximise their potential. Schools, in partnership with parents and guardians, are responsible for promoting the regular attendance of students. The compulsory schooling age is 6 to 17. Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children in writing within seven days to the school, and taking measures to resolve attendance issues involving their children. School staff, as part of their duty of care, monitor part or whole day absences. They maintain accurate records of student attendance, follow up unexplained absences through written and verbal communication, implement programs and practices to address attendance issues when they arise, and provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance. The principal or their delegate may grant permission for late arrival at school or early departure from school, leave, or exemption from attendance only in individual cases, on written request from parents and guardians. The principal/delegate will undertake all reasonable measures to contact parents promptly if an unexplained absence occurs. If truancy is suspected, the principal will contact the parents/guardians to ascertain the reason for the absence. If a satisfactory response is not received, the matter will be referred to Catholic Education Office staff for follow up.

Student retention rates

The retention rate of students from Year 10, 2011 to Year 12, 2013 was 86%. The students who left in Year 10 enrolled in a range of Technical and Further Education (TAFE) courses, traineeships, other study opportunities or secured full-time employment

Senior secondary outcomes

The following table shows the percentage of Year 12 students who undertook vocational training or training in a trade while at school, and the percentage that attained a Year 12 certificate or equivalent vocational education and training qualification.

Percentage of Year 12 students who undertook vocational training while at school  32
Percentage of Year 12 students who undertook training in a trade while at school  0
Percentage of Year 12 students who attained a Year 12 certificate (HSC) or equivalent vocational education and training qualification  99

Post-school destinations

Destinations of students leaving Year 12, 2013 %
University  76
Technical, and Further Education (TAFE)
Workforce  7
Other/unknown  4

Pastoral care of students

Student welfare, discipline and anti-bullying policies and pastoral care

Welfare and discipline policies of St Patrick's Marist College are stated in the College student diary and on the College website. The policies covered relate to:
  • attendance at school
  • punctuality
  • medications
  • security
  • banned items
  • uniform expectations
  • hair and grooming
  • use of mobile phones
  • anti-bullying
  • expectations at representative sport
  • complaints handling

All students are issued with the College's policy and expectations in relation to the use of technology. This form is signed each year before students are able to use the College's equipment.

The College diary also outlines information concerning the following:

  • the stages and procedures of discipline
  • the election of student leaders
  • the merit award scheme
  • the procedures for examinations and assessments
  • the 'Conditions for Enrolment'

The full text of student management/welfare and discipline policies can be obtained by referring to pages 12 to 45 from the student diary. The student diary is issued to all students at the beginning of each year, or can be obtained by contacting the College office on 9638 5644.

The policies stated in the diary and on the website were updated at the end of 2010 and will continue to be reviewed as policies or procedures evolve.

A recent addition to the College's policies and procedures has been the clear articulation of the circumstances when outside authorities (eg policewould be involved in certain incidents

Complaints and grievances policy

The school has formal written protocols in place to address complaints and grievances. These protocols are in line with the Catholic Education, Diocese of Parramatta Complaint Handling policy. A copy of the school policy is available from the school office or is available on the CEDP website

There were no changes to the policy in 2013.

Financial statement

School recurrent and capital income

School recurrent and capital income

In 2013 St Patrick's Marist College received $202,600.00 as interest subsidy.

Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme and looks forward to the implementation of the Building Grants Assistance Scheme as these are of vital importance to the ongoing wellbeing of this school.

Fees relate to diocesan and school based fees, excursions and other private income from fundraisers.

State relates to State Recurrent Grants including per capita funding, interest subsidy and special purpose grants.

Commonwealth relates to Commonwealth Recurrent Grants including per capita funding and special purpose grants.

Capital relates to Government Capital Grants including monies received under the Building Education Revolution.

Other refers to Other Capital Income including drawdowns from the Diocesan School Building Fund to fund Capital Expenditure.

School recurrent and capital expenditure

School recurrent and capital expenditure

Salary refers to the total of all Salaries, allowances and related expenses such as superannuation, workers compensation and leave.

Non-Salary refers to all other Non-Salary Recurrent Expenses.

Capital refers to Non-Recurrent Capital Expenditure including School Buildings, Furniture and Equipment.



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