The name Terra Sancta, Holy Ground, expresses the spiritual insight at the heart of the College's religious culture: this earth itself, created by the hand of God, is sacred. In addition, we strive to create a school community that is grounded in the principles of the Catholic faith, while delivering an educationally rich curriculum that prepares students to be active and worthwhile 21st century citizens.

In 2010, the school continued with a focus on Stage learning, an emphasis on a Literacy approach to the learning in Stage 4 specifically and the continuation of professional learning communities at the heart of the teaching and learning process of the College. The College's Mission Statement states that we strive through our own journey and story to be inviting, inclusive and just. We have used the professional learning communities to work on the diocesan Strategic Intent of improving the learning outcomes for all students and providing a professional and rewarding life for the staff. 

Our journey is an ongoing one which is being evaluated constantly and one which involves all members of the school community. At all times, we have worked together as a community to develop our Catholic nature through our interactions with one another and the participation of the community in liturgical celebrations, both within the school and the parishes.

At Terra Sancta College, there is a special relationship between the school and the parents and caregivers. In all aspects of the school life, parents and caregivers are welcomed into the culture of the school and are encouraged to take an active role in the school community.

In particular the school has a very strong Council which meets regularly and aims to support the educational, religious and social life of the school. In addition, a Parent Chat Group meets once per month and all parents and caregivers are invited to come along and express their hopes and desires for their children with members of the School Executive.

Other avenues for parent and caregiver interaction is through working bees and attendance at special events such as the Year 7 barbecue, College Mass, Terra Sancta Day, Grandparents' breakfast, Education Week activities, Sports Presentations and Annual College Presentation Evening.

Additionally parents and caregivers have been active in leading prayer at Information Evenings and making the Welcome to Country address at Terra Sancta Day.

As part of Terra Sancta College, students are given the opportunity to be part of a great school environment where the emphasis is on everyone reaching their full potential in areas of their own unique interests and abilities. The school lets students be safe and achieve success as well as making lasting friendships.

The school also offers a lot of different activities including representative sports like netball, basketball, cricket, rugby league, rugby union, touch football and soccer. Students also take part in debating and public speaking, art, dance, music and drama. School spirit is a great part of the college life and is represented in events such as athletics carnivals, swimming carnivals, performing arts nights as well as music concerts and competitions.
Students also help charities like St Vincent de Paul and Caritas through SRC activities like school discos and concerts.

The college has now been in existence for 14 years on the Schofields site and 12 years at Nirimba, Quakers Hill, so it is now well established within the local community.

The school is located in Quakers Hill/Schofields as a dual campus entity and draws on students from Mary Immaculate Parish Quakers Hill/Schofields and St John's Parish Riverstone.

The Schofields Campus is located in Hambeldon Road Schofields and houses the students from Years 7 to 10. The Nirimba Campus is located in the Nirimba Education Precinct, Quakers Hill and accommodates students in Years 11 and 12.

Terra Sancta College, Quakers Hill/Schofields follows the Parramatta Diocesan document Enrolment Procedures in Parramatta Catholic Systemic Schools, January 2002. This document can be obtained from the school office or is available on our website or the Catholic Education Office website.

Current and previous years' student enrolments

Characteristics of the student body for 2010

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

(LBOTE - Language Backgrounds Other Than English; SWD - Students With Disabilities)

Priority 1 for 2010 was a culture of learning owned by staff and students which emerged from the previous year's emphasis on quality learning and teaching. In particular the college embarked upon the Diocesan Extending Mathematical Understanding Project. The aims of this project were realised and it will continue into 2011. As literacy is at the heart of effective teaching, literacy as a priority also developed from 2009. The literacy focus will remain in Stages 4 and 5 and an improvement in the Writing Aspects of the NAPLAN tests endorsed the approach taken during 2010.

A second priority was the enhancement of staff spirituality. As a Catholic School, Terra Sancta College is committed to the professional and spiritual development of staff. By working as a Catholic community and providing scope for personal devotion and reflection, the school is continually striving to provide spiritual development for the community.

The two priorities for 2011 have been developed in conjunction with the wider Diocesan goals. The first priority is Formation; to foster the spiritual growth of each person through prayer and the sacraments. As a faith community we assist spiritual growth through prayer, leading by example, and providing solid foundations for character and moral development.

The second priority is the continuation of the Enhancing Mathematical Understanding Project for Year 7 and continuing it into Year 8. Based on the Mathematics Assessment Interview data, there would be on average a two point gain on the growth point framework for each student interviewed in Year 7 and 8. Data will be collected by assessing a representative sample of Year 7 students to ascertain their strengths and weaknesses. Year 8 will also be reassessed to ascertain their growth points during 2011.

Students in Year 7 and Year 9 across Australia participated in National Assessment Program - Literacy and Numeracy (NAPLAN) in May 2010. 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. 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.

Overall, students at Terra Sancta College have compared favourably with statewide achievements at minimum standard in both literacy and numeracy for Years 7 and 9. These results are one indication of the work being done in the school by way of literacy and numeracy. Of particular note were the pleasing results in writing and grammar and punctuation. The minimum standard for numeracy in Year 9 was also a significant indicator of the teaching and learning processes taking place.

When looking at percentages of students in top three bands, it is apparent that whilst minimum standards are being met for numeracy, more work needs to occur. In relation to this, the school is participating in the Enhancing Mathematical Understanding (EMU) project for Years 7 and 8. In this project, students are individually assessed for the growth points of addition and subtraction, multiplication and division, counting and place value. These results are used by the teachers as part of personalising the learning for the students. Also outside the classroom is the Maths Drop-in program each Wednesday afternoon for any student to meet with teachers on a more personal level to work on any aspect of Mathematics.

The reading and writing results in Year 9 reflect the work occurring in Literacy for the past two years whereby these two areas were identified as areas of need. A targeted approach initially by the English teachers and then the whole staff has shown positive results from the intervention. This will be extended to grammar and punctuation.

School Certificate external test results (Year 10, 2010)

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

Computing Skills Assessment 2010

The Computing Skills test is a mandatory requirement for each candidate for the School Certificate, unless the student is studying one or more courses based on Life Skills outcomes and content. All schools completed the test online this year. Our school's results are summarised in the table below:

In the subjects of English and Science, the School Certificate results show that teaching and learning is on an upward trend. In particular, the English results are a reflection on the work occurring in literacy. Whilst an initial review of Bands 4, 5 and 6 in Science show the school to be below state average, a closer study shows that there are 63.58% of students in Bands 4 and 5. The need is to extend students into Band 6 in Science and other subjects. The process commences with the Results Analysis Package to determine areas of need. Mathematics and HSIE were less than desirable and the college has embarked upon a review of strategies including the Results Analysis Package and continued development of meaningful assessment tasks. Elsewhere, students performed exceptionally well in Industrial Technology, Textiles Technology and Music.

Higher School Certificate results (Year 12, 2010)

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

Mathematics also ran an elective course and Maths Drop In for students interested in expanding their Mathematical knowledge. The college also participated in the Enhancing Mathematical Understanding program.

Through TAFE and Technical and Vocational Education and Training (TVET), students access a variety of courses. Senior students have also completed courses of study at the Australian Catholic University and the University of Western Sydney concurrently with their HSC studies.

The enrolment and transition of Year 6 into Year 7 involves the principals and Year 7 students visiting the feeder schools. Other transition activities include individual interviews, tour of the campus, a full day attendance during term 4 and whole school events and a "meet and greet' barbecue. In addition, Year 7 is a transition year at the school with students working primarily with two main teachers. 

Year 10 students participate in subject selection information sessions and interviews and in a transition program at the Nirimba campus after the completion of the School Certificate. Year 10 students who are entering TAFE and/or employment receive individual assistance and guidance. For some students, work placement is arranged to assist them. 

Other co-curricular activities include Year 7 camp and Year 12 retreat, as well as Years 7 to 11 reflection days. Representative activities/sport are offered in netball, soccer, cricket, tennis, golf, swimming, athletics, cross country, rugby league, rugby union, basketball, Australian Rules football, public speaking and debating. Students also have the opportunity to participate in other activities developed and led by members of staff such as the St Vincent de Paul school chapter. There is also strong interest in the performing arts and music ministry for liturgical events, and public speaking, debating and mock trial.

The Peer Tutoring programs saw Year 11 students assisting Year 8 students in class. In return, the Year 8 students visited Year 5 students at the feeder schools. This program gave students the opportunity to engage actively and support others in the college. The project engendered responsibility in the Year 11 students and a sense of community belonging and respect among all participants.

The Restorative Practice program was developed throughout the year. This program has concentrated on working with students so that they understand the impacts of their actions on others.

Parent Satisfaction

Overall, parents and caregivers are very satisfied with the school and its friendly and supportive environment. In particular, comments have included satisfaction with the handling of issues and concerns, channels of communication, the Information Technology facilities and the approachability of teaching and support staff. They also commented on the clean state of the classrooms and the environment.

Student Satisfaction

Students have expressed their high satisfaction with Terra Sancta College in many ways. A number of Year 7 students new to the school have said that Peer Support with Year 10 is fun, while others have said that they have just started high school and are loving it. Students have also noted that they can talk to any of those teachers about any problems they have.

Teacher Satisfaction

New Scheme Teachers have expressed the view that the college is welcoming and inviting, and that there is a good relationship between students and staff. On the whole, staff are also very satisfied with initiatives such as the one to one laptop program, Vocational Education courses and Learning Enrichment.

Teacher standards

 *Australian Education International - National Office of Overseas Skills Recognition

Religious Education Accreditation

Workforce composition

Professional Learning

Staff development days focused on mandatory training in Voice Care, Emergency First Aid and Child Protection, as well as Compliance and School Review. There was also an emphasis throughout the year on Formation and Staff Wellbeing. Students and staff have also been continuously updated on the Restorative Justice approach to welfare.

Teacher attendance

The average teacher attendance for 2010 was 96.2%.

Teacher retention

Of the teaching staff in 2010, 96% were retained from 2009.

Student attendance rates

The average student attendance for 2010 for the whole school was 91.5%. The average attendance for each Year level appears in the table below expressed as a percentage:

The student attendance rate at Terra Sancta College reflects the high satisfaction students feel in relation to their schooling in both compulsory and post compulsory education. They find the school environment welcoming and supportive which also offers educational challenges to stimulate their growth and development.

Managing non-attendance

Regular attendance at school is essential if students are to maximise their potential. Schools, in partnership with parents and caregivers, are responsible for promoting the regular attendance of students. The compulsory schooling age is between 6 and 17 years old. Parents and caregivers are legally responsible for the regular attendance of their children, explaining the absences of their children from school promptly and 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 may grant permission for late arrival at school or early departure from school, only in individual cases, on written request from parents and guardians. The principal or delegate will undertake all reasonable measures to contact parents and caregivers 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, 2008 to Year 12, 2010 was 64%.

The student retention from Year 10 into Year 12 reflects the trend for many students to find alternate pathways after Year 10. A large number of students enter the work force or gain apprenticeships and continue their learning at TAFE. This is a positive factor as students are achieving in ways which are most suitable for their needs.

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.

Post-school destinations

From the 2010 cohort who sat for the Higher School Certificate, a pleasing number of students entered tertiary education. The fact that students have elected to undertake further education is a reflection of the college's emphasis on lifelong education. It also bears testimony to the fact that students value education in furthering their careers. As Terra Sancta College is a comprehensive school, it is also pleasing to note that many students were able to secure employment, even though they may not be suited to tertiary education at this time in their lives.

Each year group determines its needs using programs such as: Restorative Justice; Peer Support for Year 10 and 7; Learning Support for Year 11 and 8, and Year 8 with Year 5 in our feeder schools; Anti-bullying; Managing Relationships; Driver Awareness and Safe Partying being presented.

Students have the support of their homeroom teachers, class teachers, teacher mentors, student liaison, leader of learning for each Stage, assistant principals, and cooperating principals to assist them with any matter related to their wellbeing and/or learning.

There have also been evening seminars for parents/caregivers in working with teenagers.

In 2010, the focus for staff and students was on welfare rather than merely management. This includes a strong focus on two way respect between teachers and students, restorative practice and acceptance of responsibilities for one's actions. The practices and procedures of the College are fair, demonstrate natural justice and are founded on care and concern for the individual.

The full text of student management/welfare and discipline policies can be obtained through either campus office at Terra Sancta College.

The student discipline/welfare policies have not changed from 2009.

The school has formal written protocols in place to address complaints and grievances, including the maintenance of a complaints register. These protocols are in line with the Catholic Education Office (CEO) Complaint Handling policy. A copy of the school policy is available from the college by contacting the office at either campus. In addition, the student diary has clear contact information on matters of concern.

The Complaints Handling policy has not changed from 2009.

School Recurrent and Capital Income

School Recurrent and Capital Expenditure