2017 CaSPA PROGRAM END OF YEAR REPORT · The project will expand to include PDHPE teachers. STEAM...
Transcript of 2017 CaSPA PROGRAM END OF YEAR REPORT · The project will expand to include PDHPE teachers. STEAM...
2017 CaSPA PROGRAM END OF YEAR REPORT
TABLE OF CONTENTS
Executive Summary
2017 At A Glance
2017 Program Report
2017 CaSPA Program Overview
2017 CaSPA Events
2018 CaSPA Program
2018 CaSPA Calendar
CaSPA Staff Diaires
Appendices:
In-School Mentoring Summary
Australian Teaching Standards
School Participation by Program
School Participation by School
CaSPA Carefactor Survey Results – Raw Data
Marketing Materials
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EXECUTIVE SUMMARY
Now in its 18th year CaSPA continues to connect schools, teachers, parent bodies, industry professionals and the public to the joys of the performing arts through masterclasses, in school workshops, student and teacher mentoring, boys boot camps, girls’ clinics, resource development, touring and performance.
The CaSPA online website ensures with its 10,000 unique website users per year that everyone is kept up to date on the latest activities, dates, tutor and staff bios, CaSPA Spirit awardees, touring performances, photos and videos, Instagram and twitter messages, media, ticketing and registration processes. The development of resources and storage and an easily accessible library system has allowed the delivery of content to teachers and students incorporating study and style guides, video training and online printable resources.
Professional learning opportunities were offered across all the performing arts, including the project based learning in Dance facilitated to meet outcomes from PDHPE, Dance, Science and English syllabi.
Touring Works showcased students’ own work with many embracing Songwriting, Scriptwriting and Choreography allowing participants to perform their work to thousands of students.
Given the size of the region, we began implementing two hubs in the South for our regionally based programs, one in Liverpool and one in Sutherland. For some programs such as Boys Bootcamp with large participation we have two hubs in the East.
CaSPA is widening its “CaSPA Live” annual performances at Southern Cross Catholic Vocational College to include regional performances at nominated schools for its gifted ensemble program. This will include the commencement
of open Regional Performance groups. The last major Sydney Catholic Schools performance was in 2012 with Tell me a Story. Given students who performed in this program were from year 5 onwards this means that any year 4 students would not have had an opportunity to perform in a large-scale production by the time they leave school. A suggestion is to support a performance in either 2019 or perhaps a 20-year celebration of Jubilee in 2020 to allow all students attending the Sydney Catholic Schools the same opportunities afforded to State schools.
Each region supports its own programs, with the East showing incredible vision and support for the successful Boys Enrichment Days and inaugural Girls Dance Coaching Clinics.
Evangelisations and Evangelisation days are a major commitment in connecting faith with the performing arts, with CaSPA playing a major role in schools preparing ensembles, repertoire and musicians, creating new arrangements and gifted singers. Over 200 performers will be participating in the upcoming Australian Catholic Youth Festival.
Programs in student and teacher mentoring in schools, network meetings, bootcamps, Creative Ability, the Let’s Series, Battle of the Artz, Goodjarga and HSC support continue to support schools and school communities in the development and ongoing delivery of the performing arts.
Please find to follow an outline of programs and outcomes from 2017.
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2017 AT A GLANCE
CaSPA WORKED WITH ALMOST
20,000 STUDENTS &
OVER 1,000 TEACHERS
ACROSS
151 SCHOOLS
THE CASPA WEBSITE IS GOING
FROM STRENGTH TO STRENGTH,
10,000 UNIQUE USERS,
THAT’S 25%
MORE THAN LAST YEAR
90% OF SYDNEY CATHOLIC SCHOOLS PARTICIPATED IN CaSPA:87% OF PRIMARY SCHOOLS83% OF SECONDARY SCHOOLS
STUDENTS DELIVERED 57 IN-SCHOOL
PERFORMANCESINCLUDING STUDENTS’ SELF-DEVISED WORK
AS PART OF THE CASPA
PROGRAM, STUDENTS
PARTICIPATED IN
23 PUBLIC
PERFORMANCES
(2016: 15,000 students,
800 teachers, 140 schools)
(2016: 85% of schools, 89% primary, 76% secondary)
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2017 PROGRAM
REPORT
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THE WORKS PROGRAM [LINK]
In 2017 The Works Program (Junior and Senior TheatreWorks, VoiceWorks, DanceWorks and Growing in Culture) continued to showcase and tour exceptional student performances in 60-minute packages, which included the performances as well as a Q&A session and sometimes a workshop for the host school. In all cases, The Works Programs were met with enthusiasm and admiration from host schools; student feedback directly after the performances was overwhelmingly positive, and teachers’ feedback online was thoughtful and appreciative.
The Works Programs performed to 42 different schools and a combined audience of over 8,500 students. The tours are a celebration of the communicative power of The Performing Arts; and the effect on the participating students in the program cannot be overstated, in terms of their personal growth and self-esteem.
THE SCRIPTWRITING PROJECT [LINK]
For the second consecutive year a small group of gifted and talented students (Years 10 and 11) came together, under the guidance of a drama teacher in the CaSPA Program, to create a 25-minute script on the topic of Sustainability. The script was created over a five week period, both through group meetings and online collaboration. The result was then rehearsed and staged by the 10 members of the Junior TheatreWorks Program. The tour to 8 schools across the regions testified to the excellence of the writing. The young scriptwriters gained much knowledge and skill in the craft of scriptwriting, and they were justifiably proud of their work when they were presented to the first night audience, and took part in a Q&A session.
IN-SCHOOL MENTORS [LINK]
A large part of the day-to-day work of the CaSPA team is in providing support to teachers in schools, Primary and Secondary. The requests the team receives vary greatly, from starting up choirs, to developing dance programs, to working out whole-school approaches to Drama. This year, for example, the English Faculty of Holy Cross College Ryde received a series of workshops focusing on bringing Shakespeare alive in the classroom; De La Salle College in Ashfield received ongoing support for their HSC musicians, and numerous schools received vocal, dance, drama and technical (audio/vision) support in the development of whole-school productions, from initial concept to polished performance. The appreciation of teachers, school principals and parents acknowledges the need for ongoing in-school support wherever it arises.
ENSEMBLE PROGRAM [LINK]
Our annual ensemble program proved to be a new challenge and true celebration of the three disciplines, dance, drama and voice, as tutors and students collaborated to design and create an immersive theatre experience. The initial ideas, discussions, planning, rehearsals, repertoire and choreography all culminated beautifully to deliver a variety of very different performances which clearly focussed on - ‘What Kids Really Want’ The audience rotated around the different rooms and were immersed into interactive experiences that entertained, challenged, engaged and provoked responses. As each experience unfolded, it revealed a piece of the puzzle which culminated in the finale where all performers gathered to deliver their themes - Acceptance, Understanding, Independence, Student Voice & Justice. A highlight of the finale was the performance of a dynamic song - Let’s Make Tomorrow Today - written, composed and produced by three of our tutors - Roger Wise, James Long & Philippe-Marc Anquetel.
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SCHOOL SUPPORT [‘P’ LINK] [‘S’ LINK]
The CaSPA Team has continued to diversify and deliver a high standard of professional support across the system of schools throughout 2017 arising from the variety of requests made by Primary, Secondary and Regional Teams. An increased support for students with diverse learning needs has encouraged teachers to explore the performing arts as a valuable strategy for student engagement and development. It has become evident that many more leaders and teachers are connecting with the performing arts and providing students with authentic learning experiences that are challenging, self driven, developmental and enjoyable. This has clearly encouraged many students to take risks and develop lifelong skills.
DANCE RESOURCES
Danceworks Resource Project
In 2016, Danceworks was filmed and accompanying study guides were developed. This year nine schools (7 primary and 2 secondary) are involved in the Danceworks Resource Project (DRP) trialling the 2016 resource as term 2 and 3 coursework in schools and online collaboration and networking. Both specialist and non -specialist dance teachers and students are involved. 12 teachers and over 1000 students participated in the project. Each school has selected a representative choreographic work to showcase at the inaugural Danceworks Schools Edition in term 4 to showcase selected works for a live audience. Each school submitted a choreographic work and an accompanying study guide for the creation of a third online resource for schools. These teachers and students will be engaging in a dance workshop
to refine their choreography and staging before the live performance. Danceworks Schools Edition will be performed at SCCVC Burwood on November 2. The Danceworks Schools Edition Resource will be available in Term 1 2018.
2017 DRP Participating Schools:
• Our Lady of the Sacred Heart College Kensington• Marist College Penshurst• St Mary’s Erskineville• Mater Dei Blakehurst• St Joseph’s Riverwood• Holy Spirit North Ryde• St Peter Chanel Regents Park• St Christopher’s Holsworthy• St John Bosco Engadine
2017 Danceworks Study Guides focus on the overarching theme of Wellbeing. This will be used for the DRP 2018. The project will expand to include PDHPE teachers.
STEAM Project Based Learning - PDHPE Dance
In 2017 nine Eastern Region Primary PDHPE teachers engaged in professional learning to investigate integrating dance strategies across the curriculum. The focus of Magnets was used to meet outcomes from PDHPE, Dance, Science and English syllabi. Five schools will trial the PBL task in term 4. One school will participate in the 2018 DRP.
STEAM PBL Participating Schools:
• Regina Coeli Beverly Hills - Stage 3• St Gabriel’s Bexley - Stage 3• St Anthony’s Clovelly - Stage 3• St Francis of Assisi Paddington - Stage 2• St Raphael’s South Hurstville - Stage 3• Galilee Bondi ( 2018 DRP) - Stage 3
BOYS BOOTCAMP [LINK]
CaSPA is committed to broadening the educational experiences and life-skills of boys.
This year 300 students and teachers attended the Boys Bootcamp now in its third year. The days highlighted some of the key arts strategies for rich, authentic learning where boys experienced direction from committed and professional artists while observing men at work in the arts.
This model has been implemented for the second year as part of the Eastern Region Transition Program - Boys Enrichment now expanding to 5 Secondary Schools hosting their Primary Feeder Schools.
• St Mary’s Cathedral (NEW in 2017)• Champagnat Catholic College Pagewood• Marcellin College Randwick• Marist College Kogarah• Marist College North Shore
21 Primary schools have registered to attend the Enrichment Days this year with over 572 boys expected.
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GIRLS DANCE COACHING CLINIC
ER Transition Program
From the success of the ER Boys Enrichment came a request to offer a program for girls. The Girls Dance Coaching Clinic is a project targeting Stage 5 dancers from 2 ER Secondary Schools aimed at:
• Building capacity in teaching dance and contributing to a wider school community dance network
• Strengthening composition & performance skills
Dancers were selected according to leadership and performance skills. The model is a two tiered structure consisting of:
• A Training Day where dancers were mentored in how to structure a dance workshop including warm up and focussed dance styles. Student collaboration produced 3 dance routines in the style of Musical Theatre, Jazz and Contemporary. These were filmed and a resource developed for online learning and rehearsal.
• Coaching Clinics where year 4 girls from ten local feeder schools attend a day of dance at their local Secondary Catholic College.
In 2018 it is anticipated that this model will be expanded to include another 3 secondary schools.
BATTLE OF THE ARTZ [LINK]
The 2017 theme for the short film competition was Making Tomorrow Today. 43 submissions were received with 18 teachers and 409 students participating in the program. BOA attracts a wide range of involvement including:
• Integration with other curriculum areas as part of classroom programs - English, ICT, STEM
• Gifted Education opportunity• School media teams• Creative Arts unit of work• In School Mentoring• Optional homework task
EVANGELISATION [LINK]
Masses
As part of our commitment in connecting faith with the performing arts, CaSPA has played a major role in preparing a number of school vocal ensembles and gifted student musicians for anniversary masses celebrating significant milestones in their school’s history. Working alongside professional musicians, they have delivered exceptional music to these significant events.
Composition of new pieces for these occasions as well as creating new musical arrangements to suit the vocal and instrumental makeup of specific groups, have enabled students to build harmonic skills, develop sight- reading skills and learn various performance techniques in both solo and ensemble work.
CaSPA looks forward to contributing talented singers and musicians for the Closing Mass for the Australian Youth Festival later this year.
Evangelisation Days
Primary Evangelisation days that encompass performing arts workshops led by the CaSPA team are a popular choice across regions with many schools selecting these workshops as part of their day’s activities.
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EVENTS [LINK]
Archbishop Awards Ceremony
The Archbishop Awards Ceremony is an opportunity for outstanding secondary school vocalists and musicians to showcase their talent. This year CaSPA provided in-school support to those who were selected and the two vocal ensemble performances were outstanding.
OES Ceremony
CaSPA is honoured to be invited again this year to provide a choral group for the Office of Emergency Services (OES) Memorial Ceremony at Lady Macquarie’s Chair. Our musical contribution to this significant event is always of high quality, deeply appreciated and acknowledged by organisers.
Australian Catholic Youth Festival
As an extension of our Works program, three CaSPA student ensembles will be performing as part of the workshops offered at the Australian Catholic Youth Festival.
Goodjarga will present a selection of Aboriginal and Torres Strait Islander cultural dances as part of experiential workshops around the concept of “Creating Place”; Senior Theatreworks, a play, “Home”, around the theme of Refugees, and a vocal performance by the Voiceworks cast called “One Voice”, around the idea of the “Homeless”.
SONGWRITING/SCRIPTWRITING/FILM MAKING [LINK]
The Gifted and Talented program brought together industry professionals in Songwriting, Scriptwriting and Film-making with students from across the archdiocese. Songwriting was under the guidance of composer and producer, Philippe-Marc Anquetil with the students working collaboratively with peers to produce ‘radio-ready’ songs. Scriptwriters were given the brief of creating a script to be used for the Junior Theatre Works tour and the Film- Making students undertook a 5 week development program exploring the many facets of film production tutored by industry professionals and worked collaboratively to develop, produce and present their finished concepts.
IN SCHOOLS
In school support continued to be the central plank of CaSPA in 2017. This support was K – 12 ranging from in-school mentoring of early years literacy through dance and drama to HSC support and teacher networks. Diverse learning support was evident in the Catholic intensive English program developing English language literacy dance drama and music, engaging the students in authentic arts-based learning experiences in the Arrowsmith program and using the creative arts to expose students to new experiences and unlock creative potential in students attending the Eileen o’Connor Catholic College and the Creative Ability program.
GOODJARGA [LINK]
The ‘Growing in Culture’ Program exists to develop cultural awareness and knowledge in our Sydney Catholic Schools and was expanded this year to include performance ensembles in each region. 35 secondary Aboriginal and Torres Strait Islander students developed repertoire under the guidance of professional choreographers and toured their performance to well over 5000 primary teachers and students across the Archdiocese.
The program has also enjoyed the annual series of regional workshops and Goodjarga Day as well as performances at significant public events such as the Indigenous Veteran’s Commemoration Ceremony in Hyde Park.
We are now preparing for Goodjarga’s featuring at the Australian Catholic Youth Festival opening plenary, experiential workshops and final Mass.
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CREATIVE ABILITY [LINK]
Students in the Creative Ability program have participated in a 10-week block of dance workshops designed to engage the creative self, develop social skills, friendship networks and general confidence and we are pleased that in 2018 the Creative Ability program will grow with the addition of a Southern Region Sutherland area hub.
In collaboration with the Central Office Wellbeing team, a survey was developed this year to measure the impact of the Creative Ability program on students’ wellbeing. Bethany College, Hurstville undertook this as a trial whereby students and their parents/carers responded to a pre and post-participation survey. Collected data can be used by CaSPA to gauge the effectiveness of the program and to indicate where we can improve support for students' wellbeing. Data may also be used by schools for reporting outcomes such as ACARA General Capabilities. All schools participating in Creative Dance from 2018 will be encouraged to access this user-friendly resource.
HSC [LINK]
This year CaSPA has responded to over 15 in-school mentoring and workshop requests to support teachers and students in their preparation for HSC practical and written examinations. In addition, schools have been able to access HSC Skillbuilding workshops that target core components of the curriculum and the annual HSC Showcase Recital.
CaSPA also teamed with Regional Secondary Education Officers this year and offered an HSC data analysis workshop for performing arts teachers. Participants explored a simple methodology for reading, making sense of, and using data with the lense on DeCourcy and the notion of growth, RAP and CeD3. Subject-specific groups then discussed ways of applying data to inform teaching practice that targets specific areas for growth in Stage 6 dance, drama and music.
LET’S SERIES [LINK]
The Let’s Series gathered momentum with a record number of schools across the Archdiocese involved across the three disciplines of singing, dancing and acting. Over 50 teachers and almost 700 students enjoyed the experience of connecting with other schools and actively engaging in professional learning to update knowledge, skills and practice in each artform.
LET’S SING - The overwhelming demand of this workshop meant that we needed to extend the program over 2 days. The feedback from teachers and students regarding repertoire selection was also highly positive with one of the pieces for the “Big Sing” created by our talented CaSPA songwriting duo, James Long and Philippe-Marc Anquitel. A range of creative teaching strategies and an understanding of musical elements were explored to develop vocal skills including harmony, as well as effective conducting technique with constructive feedback given by our guest conductor on ways to improve vocal performance.
LET’S DANCE – Once again the participation was at room capacity, so next year we may open up a second day to cater for the surge in demand for this outstanding workshop experience. As in past years, schools were invited to prepare a dance sequence based on a given starter phrase by the presenting choreographer and this enabled students and teachers to create and enhance their own choreographic skills and build on their understanding of dance elements.
LET’S ACT- As with the other Let’s days, Let’s Act was quickly booked out!! Under the direction of our guest industry professional, students gained skills in improvised drama games and actively engaged in a collaborative process to improve aspects of their understanding and practice of theatrical forms.
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2017 CaSPA PROGRAM OVERVIEW
SECTION
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2017 CaSPA PROGRAM
CASPA PROGRAM RATIONALE TESTIMONIAL
AUTHENTIC LEARNING: STUDENTS
AUTHENTIC LEARNING: TEACHERS AUSTRALIAN TEACHING STANDARDS
TEACHER PROFESSIONAL LEARNING AND IN-SCHOOL SUPPORT
In-School Mentoring
To support teachers in the development and delivery of contemporary performing arts pedagogy
Teacher: Thank you for once again highlighting why music is such an important part of life for all of us. My boys were in awe of you both, plus, as a bonus, they learnt so much while they had fun.
Teacher: Thank you again for such an inspirational session yesterday. The Glee Club and I get so much out of your sessions and you really have brought us to a new level of performance. Again, personally you just keep assisting me to set that benchmark higher and make it fun for the kids.
Teacher: The CaSPA team worked well to upskill students and teachers in the areas of scriptwriting, dance, singing, stage presence and recording. Our school play was a great success and this was evident in the reflections from all students involved, along with parent and staff comments. The student reflections were shared with the CaSPA team and the school community during performances.
Engage in work that is rigorous and challenging
Engage critically with the material being learnt, both as individuals and in collaboration
Work closely with individual schools, respecting their unique agendas Have high expectations of their own professional performance Participate actively in ongoing professional learning that builds individual and collective capacity
2.1.2 Apply knowledge of content and teaching strategies of the teaching area to develop engaging teaching activities. 2.2.2 Organise content into coherent, well-sequenced learning and teaching programs. 2.4.2 Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. 6.3.2 Contribute to professional discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. 6.4.2. Undertake professional learning programs designed to address identified student learning needs.
Early Years & Primary
Curriculum
To connect KLA’s through dance, drama and music to enhance learning
Teacher: Thought it was a beneficial day that engaged the students. They thoroughly enjoyed it and it was quite physically challenging.
Engage critically with the material being learnt, both as individuals and in collaboration
Participate actively in ongoing professional learning that builds individual and collective capacity Foster creativity and imagination through open ended tasks that stimulate curiousity
2.5.2 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement. 3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. 3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning. 6.4.2 Undertake professional learning programs designed to address identified student learning needs.
Secondary Curriculum
To support the development of young artists through In-school mentoring, enrichment days, specialist workshops and performance platforms
Student: It was a very helpful workshop that contributed to my understanding of the aural component in my HSC.
Engage critically with the material being learnt, both as individuals and in collaboration
Provide challenges that require higher order thinking and the application of learning in a variety of settings
Encourage student ownership and responsibility for their own learning
2.1.2 Apply knowledge of content and teaching strategies of the teaching area to develop engaging teaching activities. 2.2.2 Organise content into coherent, well-sequenced learning and teaching programs. 3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
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AUTHENTIC LEARNING: STUDENTS
AUTHENTIC LEARNING: TEACHERS AUSTRALIAN TEACHING STANDARDS
Gifted Education
To provide programs for the high-achieving young artist
Teacher: The mentoring sessions were well received by the students. Every student could work at their own level and were highly engaged. Fantastic program, thank you for your help this year.
Believe that they are capable learners and have high expectations of themselves
Provide challenges that require higher order thinking and the application of learning in a variety of settings
1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
Special Education
To empower the social, expressive & creative self and build self-esteem and resilience through kinaesthetic learning
Teacher: Girls absolutely adored Sarah, thank you on the students’ behalf for this wonderful opportunity.
Teacher: It was yet again a great program and opportunity for the girls to meet new people and interact socially through dance.
Parent: My daughter became more self confident and willing to have a go after participating in creative dance.
Make connections between the material being learnt and their own lives and experiencesApply knowledge and skills creatively in a range of situations
Create relevant and significant learning experiences tailored to individual student differences
1.6.2 Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislation requirements.
Teacher Networking
To foster the collaborative development of best practice via professional dialogue
Teacher:The session run on Audacity and Garage Band was very clear and practical. I learnt a lot of tips and tricks and now feel confident to continue to investigate both on my own and with my students. It was great to work with such a small group, to collaboratively work on tasks and to have so many experienced people on hand to assist. It was one of the most productive and informative professional development sessions I have attended.
Teacher: This workshop was relevant, hands on and just plain fun. It is applicable not only to the creative arts but all key learning areas. It would be great to use with staff as well as students back at school.
N/A Participate actively in ongoing professional learning that builds individual and collective capacity Create an environment which encourages reflection, sharing and considered risk-taking
6.3.2 Contribute to professional discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. 7.4.2 Participate in professional and community networks and forums to broaden knowledge and improve practice.
The Let’s Series
To engage with school communities in celebrating the performing arts and build professional skills to strive for excellence
Teacher: The Let’s Sing program is fabulous and the students and teachers gained a significant amount of new knowledge, as well as practical ideas. For the students, it was an amazing experience. They enjoyed learning the chosen songs and being able to learn the various parts. It was great to see them collaborate with other schools on the day as a combined group.
Teacher: The structure of the program allowed for our students to connect, collaborate and celebrate their dancing talents with others. Receiving constructive feedback from a dance expert like Shelley Moore further heightened the authentic learning experience for our students. They have walked away from this program more confident and skilled with a higher appreciation for dance as a profession and passion. Using Google classroom to share videos, feedback, schedules and choreography ideas with our students has been highly effective. The CASPA team is highly skilled and energetic.
Teacher: My students were challenged in their creativity and thinking. The videos formed a great stimulus for a unit of work on Impro and Theatresports with our Stage 3 students.
Engage in work that is rigorous and challenging
Share what they have learnt with others
Foster creativity and imagination through open-ended tasks that stimulate curiosity
Participate actively in ongoing professional learning that builds individual and collective capacity
3.1.2 Set explicit, challenging and achievable learning goals for all students. 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
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CASPA PROGRAM RATIONALE TESTIMONIAL
AUTHENTIC LEARNING: STUDENTS
AUTHENTIC LEARNING: TEACHERS AUSTRALIAN TEACHING STANDARDS
Evangelisation To nurture faith formation through the performing arts
Principal: You really built a relationship with our students in a short amount of time whilst always working towards getting the very best out of them all. I thought Nancy and James were both brilliant in how they engaged our entire school at the singing practice a few days before. Quite remarkable considering they are all 15-18 years of age.I have no doubt that, through your involvement, our Mass was enhanced a great deal. Staff, students, guests and even members of the public who wandered in, have been extremely complimentary about the whole experience.
Engage critically with the material being learnt, both as individuals and in collaboration
Participate actively in ongoing professional learning that builds individual and collective capacity
1.3.2 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Teacher & Student Resources
To build a dynamic and enriching online performing arts community shared across the Google platform
Teacher: I think this is an amazing initiative. Thank you for all the hard work you put into making opportunities like this come about. (Danceworks Resource Project)
Teacher: This has been a fantastic program and students have seen the growth throughout the term. Thank you for a great program.
Teacher: It has been easy to use and the before and after viewing sequences has helped guide classes throughout the term and keep them focused on the idea of ‘Telling a Story’ (Danceworks Resource Project)
Teacher: Working on arrangements for the string ensemble was a daunting task for me. The software I have meant that it was such a time consuming task. At times, I didn’t know where to begin especially considering the many different levels that our students were at with their string instrument. James Long was so helpful right from the moment I made contact with him.
Plan, design and create effective resources to engage students in their learning and challenge their understanding and adaptability
Plan, design and create effective resources to support teachers in their professional learning, in order to deliver quality arts experiences for all students
3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Special School Network (EOCC)
To support the systemic approach to the enrichment and development of the whole student through performing arts
Principal: We really appreciate the important role you and your team play at our college.
Make connections between the material being learnt and their own life experiences Apply knowledge and skills creatively in a range of situations
Create relevant and significant learning experiences tailored to individual student differences
1.6.2 Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislation requirements.
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CASPA PROGRAM RATIONALE TESTIMONIAL
AUTHENTIC LEARNING: STUDENTS
AUTHENTIC LEARNING: TEACHERS AUSTRALIAN TEACHING STANDARDS
STUDENT SPECIALISED PROGRAMS
Student Ensembles
To provide comprehensive skill development in the performing arts and to experience professionally produced events
Parent: We wish to thank the CaSPA Team for all of their support of Ethan throughout the years. This year has been very exciting and at times extremely challenging for him in the Performing Arts area of life at St.Patricks College Sutherland, but his determination was rewarded with a nomination for Encore. He has definitely learnt a great deal from the professional support he has been given by the CaSPA team and we are most grateful.
Parent: Each individual performance was strong, creative and challenged you to engage in the piece. All of the students participated and had an opportunity to shine, and this was even more amazing when they came together for the finale and I realised just how many students you were working with each week.
Parent: I wasn’t sure what to expect when I saw the first show, however I have to admit, I was overly impressed. The show had excellent creative production value and looked very professional. On that note, well done to you all. Last night wasn’t a one-off theatre event, it was a super well-rehearsed and well-produced theatre show. I know only too well the hours and the energy needed to organise, manage and produce any show like this. Curtain call you all.
Teacher: I was blown away not only by the quality of the performances, but by the depth of the theme’s that the students developed. I am a big believer of giving space for young people to express themselves and last night was a perfect example of that. It is the kind of experience that I strive to create with my students.
Teacher: I just wanted to say I absolutely loved it and was so impressed by the hard work and logistical coordination it demanded. What an awesome concept to make it immersive. You guys thoroughly realised that and as an audience member, I couldn’t wait to enter the next theatrical space to experience what it would hold.
Engage in work that is rigorous and challenging
Engage critically with the material being learnt, both as individuals and in collaboration
Encourage student ownership and responsibility for their own learning
Provide challenges that require higher-order thinking and the application of learning in a variety of settings
Foster creativity and imagination through open- ended tasks that stimulate creativity
Model respect and trust in relationships and foster student wellbeing
1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.3.1.2 Set explicit, challenging and achievable learning goals for all students.4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities. 5.2.2 Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
Murrawadeen Goodjarga
To contribute to the cultural awareness and knowledge of all students and teachers
Teacher: This program is most inspiring for all students but especially our own Indigenous students, for them to value their culture even more and perhaps aspire to perform themselves one day. Your students presented an amazing performance and are a credit to their families and teachers!
Teacher: I believe that this experience was really amazing as we got to connect with fellow Aboriginal students and to engage with our culture. I also believe that this performance was worthwhile as I was really happy that all the students were really involved and were beaming through all the performances. I can’t wait to participate next year and the following years to come.
Engage in work that is rigorous and challenging
Make connections between the material being learnt and their own lives and experiences
Create relevant and significant learning experiences, tailored to individual student differences
Model respect and trust in relationships and foster student wellbeing
1.3.2 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.1.4.2 Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. 2.4.2 Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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AUTHENTIC LEARNING: STUDENTS
AUTHENTIC LEARNING: TEACHERS AUSTRALIAN TEACHING STANDARDS
Bootcamp for Boys
To cater for the unique characteristics of boys and their learning styles through the performing arts
Teacher: My boys had both varied characters, backgrounds and skill sets. I was delighted to see every single one of them engaged, challenged and extended. They all have said how they loved the day and how much they learnt.
Teacher: I had such wonderful feedback from the boys from my school. They were asking for more, more, more....days just with boys! Thank you to the team.
Teacher: The boys bootcamp is an invaluable experience. Some of our boys come from a class of only 5 other boys so other than being helpful for promoting creative arts for boys’ education it also promotes boys’ education within our own school community. As a teacher, I always take away at least 5 things I can immediately use with my classroom and share with other teachers.
Engage in work that is rigorous and challenging
Make connections between the material being learnt and their own lives and experiences
Participate actively in ongoing professional learning that builds individual and collective capacity
Foster creativity and imagination through open ended tasks that stimulate curiousity
1.1.2 Use teaching strategies based on knowledge ofstudents’ physical, social and intellectual development and characteristics to improve student learning.2.1.2 Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching.3.2.2 Plan and implement well structured learning and teaching programs or lesson sequences that engage students and promote learning.
Regional Touring 'Works'
To engage a broad audience across the Archdiocese in interactive performing arts and cultural experiences
Principal: Thank you for an excellent performance which further developed student understanding and appreciation of different cultures.
Student: I feel the utmost gratitude for the outstanding CaSPA team as they have provided myself and the various other students with the opportunity and experience of a lifetime. Through Theatreworks, the skills I initially encountered became strengthened whilst several friendships also began to grow. My connection with the play itself became quite personal and I have taken every aspect of learning forward into my education of both academia and performing arts. I look forward to potentially working with this wonderful group of individuals again!
Teacher: I found the performance was very well organised and performed. The actors were fantastic. The students enjoyed the show and seemed engaged in watching the performance. It linked in well with our Year 6 environmental leaders and their role in the school. It emphasised an important message that we hope to encourage daily in our students.
SCS Executive: Thanks to you & all the CASPA team for providing such a rich and wonderful program to students. Thanks also for sharing some of the feedback, seems the program was highly valued by students and staff. I appreciate your team’s passion and drive!
Engage in work that is rigorous and challenging
Engage critically with the material being learnt both as individuals and in collaboration
Encourage student ownership and responsibility for their own learning
Provide challenges that require higher-order thinking and the application of learning in a variety of settings
Foster creativity and imagination through open- ended tasks that stimulate creativity
Model respect and trust in relationships and foster student wellbeing
2.4.2 Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.1.2 Set explicit, challenging and achievable learning goals for all students.3.3.3 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.5.2.2.Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
Battle of the Artz
To foster active engagement of school communities in student-centred learning, creativity and collaboration
Teacher: The team worked really hard after school as an extra-curricular initiative, I am so proud of them. Thank you so much for giving these opportunities to our students!
Engage critically with the material being learnt, both as individuals and in collaboration
Apply knowledge and skills creatively in a range of situations
Foster creativity and imagination through open- ended tasks that stimulate creativity
Provide challenges that require higher-order thinking and the application of learning in a variety of settings
3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.3.5.2 Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
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AUTHENTIC LEARNING: STUDENTS
AUTHENTIC LEARNING: TEACHERS AUSTRALIAN TEACHING STANDARDS
SPECIAL EVENTS
Special Events To offer a professional value-add experience in industry standard performance platforms
Teacher: At the end of our session with Deke today, there was a huge transformation! Deke, so skilfully and successfully shifted these young students from a shy and understated, reserved group to an entirely new ensemble. The world of music and authentic engagement helped form the vibrant vocal percussion ensemble at the end! These students are ready for more!! They have a new launch pad! (Deke Sharon)
Teacher: This was really special on so many levels. Deep pedagogy masked in fun and doable activities. Such respect shown to all the students was an important reminder to us and a confirmation of his integrity as well as his brilliance. A spiritual message to never forget. (Deke Sharon)
Make connections between the material being learnt and their own life experiences
Apply knowledge and skills creatively in a range of situations
Participate actively in ongoing professional learning that builds individual and collective capacity
6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
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2017 CaSPA EVENTS
TERM 1
Student Ensemble Program
HSC Skill Building Workshops
Goodjarga Performance Ensemble
Elders Olympics
All Saints Casula Anniversary Mass
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TERM 2
Goodjarga Performance Ensemble
Arrowsmith Enrichment Days
Creative Dance Workshops
Primary Boys Bootcamp
Primary Network Meetings
Student Ensemble Open Rehearsal Night
Works Auditions
Mary Help of Christians Mass
Indigenous Veterans Commemoration Performance
Marist Eastwood Anniversary Mass
Songwriting Program
Filmmaking Program
Scripwriting Program
Let's Series
Goodjarga Regional Workshops
CaSPA LiVE
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TERM 3
The Works Program
Goodjarga Performance Ensemble
Creative Dance Workshop
Arrowsmith Enrichment Day
Marist Bicentennial Mass
Secondary Boys Bootcamp
Goodjarga Year 12 Awards Performance
The Works Performance Week
Goodjarga Day
Deke Sharon A Capella Workshop
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TERM 4
Memorial Service for Emergency Volunteers of NSW
Girls Coaching Clinic
2018 Student Ensembles Auditions
Secondary Network Meetings
HSC Showcase
Primary Boys Enrichment Days
Australian Catholic Youth Festival
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2018 CaSPA PROGRAM
CASPA PROGRAM 2018 PROGRAM
STUDENT SPECIALISED PROGRAMS
Student Ensembles The Student Ensemble program continues to attract a range of talent from across the Archdiocese with a focus on skill development and performance quality for the specialist student.
Regional Performance Squads
CaSPA’s Regional Performance Squads provide access to skill development and performance opportunities in Dance, Acting and Voice for students in Year 5 and up from across the Archdiocese. The Squads have been designed to cater for the non-specialist with an interest in the performing arts who is keen to be on stage in a massed group setting and keen to have a fun time learning new skills. Students will have a chance to sing, dance and act, and no previous training or experience is necessary.
Murrawadeen Goodjarga The 2018 Goodjarga program will include a range of regional and Archdiocesan events that contribute to the development of cultural knowledge and understanding amongst our teachers and students.
Boys EducationThe CaSPA Boys Bootcamp will continue in its existing format of a Primary & a Secondary day. This is an ever-growing program focused on Boys’ Education that will see CaSPA supporting Regional Performing Arts Enrichment Days.
Regional Touring 'Works' The highly successful Works Program will continue in 2018, showcasing the talents of specialised groups to deliver in-school performances for Senior Theatreworks and Combined Touring Works.
Battle of the Artz Battle of the Artz will continue into its 7th year under a new theme, providing a platform to search for talented young filmmakers. In 2018, entries that work with the performing arts on film are invited.
TEACHER PROFESSIONAL LEARNING AND IN-SCHOOL SUPPORT
In-School Mentoring CaSPA will continue to service requests for in-school support in a variety of tailored programs with the focus on building capacity of both teachers and students.
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Secondary CurriculumCaSPA will be busy in 2018 meeting the demand for in-school mentoring for HSC cohorts across Dance, Drama and Music. Fixture events such as the Term 1 HSC Workshops and showcase opportunities for gifted performers will also continue.
Gifted Education CaSPA will deliver in-school mentoring for specific arts projects in Newman schools and will continue to provide opportunities on an Archdiocesan level for the specialist student.
Special Education In 2018 CaSPA will continue to work closely with regional teams to deliver arts experiences to students of varying needs.
Teacher NetworksPrimary teacher networking through focused professional learning sessions will once again be planned regionally to provide more opportunities for teachers to build knowledge and share ideas. Secondary performing arts network meetings for Dance, Drama and Music will continue to build on an already successful model.
The Let's SeriesThe ever-popular ‘Let’s Series’ for primary schools will continue to build the capacity of teachers and students in Dance, Drama and Music, with extra workshop days planned to accommodate the growing demand of schools wanting to participate.
Evangelisation CaSPA will continue to support major liturgical celebrations as requested.
Teacher & Student Resources CaSPA will launch an online resource centre in 2018 for teachers and students working within the Performing Arts.
Special School Network (EOCCC) EOCCC will double in size in 2018. CaSPA will continue to focus on providing workshops that deliver enriching and life-affirming experiences.
SPECIAL EVENTS
Special Events CaSPA welcomes performance opportunities for a range of SCS and public events including the Office of Emergency Services Memorial. This program will continue in 2018 as requested.
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2018 CaSPA CALENDAR – TERM 1
WEEK & DATE STUDENT ENSEMBLE PROGRAM HSC GOODJARGA SPECIAL EVENTS GIFTED EDUCATION
WEEK 1: Tues 30 Jan - Sun 4 Feb
WEEK 2: Mon 5 Feb - Sun 11 Feb
Ensemble Tutor Meeting Monday 8 February SCCVC 4.30pm-6pm
Selection Workshop IW BurwoodWed 7 Feb 4pm-6pm
WEEK 3: Mon 12 Feb - Sun 18 Feb
CaSPA Ensembles SCCVC Masterclass Mon 12 Feb 5-7pm
Performance Ensemble RehearsalIW Burwood Wed 14 Feb 4pm - 6pm
WEEK 4: Mon 19 Feb - Sun 25 Feb
CaSPA Ensembles SCCVCMasterclass Mon 19 Feb 5-7pm
• Goodjarga Steering Committee meeting Tue 20 Feb 9.30am
• Performance Ensemble Rehearsal IW Burwood Wed 21 Feb 4pm - 6pm
Songwriting, Scriptwriting, Dancemaking, Filmmaking, Wed 21 Feb 5pm-8pm
WEEK 5: Mon 26 Feb - Sun 4 Mar
CaSPA Ensembles SCCVCMasterclass Mon 26 Feb 5-7pm
• HSC Music Composition SCCVC
• HSC Dance Workshop SCCVC
• HSC Drama Set Design Workshop SCCVC
• Performance Ensemble Rehearsal IW Burwood Wed 28 Feb 4pm - 6pm
• IW Performance Elder’s Olympics TBC Fri 9.30am - 3pm Robyn Webster Sports Centre, Holbeach Ave, Tempe
Regional Performance GroupsDance /Drama and Choral Wed 28 Feb 4.30pm -6pm
WEEK 6: Mon 5 Mar - Sun 11 Mar
CaSPA Ensembles SCCVCMasterclass Mon 5 Mar 5-7pm
Performance Ensemble RehearsalIW Burwood Wed 7 Mar 4pm - 6pm
Songwriting, Scriptwriting,Dancemaking, Filmmaking,Wed 7 Mar 5pm-8pm
WEEK 7: Mon 12 Mar - Sun 18 Mar
CaSPA Ensembles SCCVCMon 12 Mar 5-7pm
• Performance Ensemble Rehearsal IW Burwood Wed 14 Mar 4pm - 6pm
• IW Regional Performance Wed & Thurs
Regional Performance GroupsDance, Drama and Choral Wed 14 4.30pm -6pm
WEEK 8: Mon 19 Mar - Sun 25 Mar
CaSPA Ensembles SCCVC Mon 19 Mar 5-7pm
Songwriting, Scriptwriting,Dancemaking, Filmmaking,Wed 21 Mar 5pm-8pm
WEEK 9: Mon 26 Mar - Sun 1 Apr
CaSPA Ensembles SCCVCMon 26 Mar 5-7pm
Regional Performance GroupsDance, Drama and Choral Wed 28 Mar 4.30pm -6pm
WEEK 10: Mon 2 April - Sun 8 April
EASTER MONDAY HOLIDAY MON 28 MARCH
Songwriting, Scriptwriting,Dancemaking, Filmmaking,Wed 4 Apr 5pm-8pm
WEEK 11: Mon 9 Apr - Sun 15 Apr
CaSPA Ensembles SCCVC Mon 9 April 5-7pm
Songwriting, Scriptwriting,Dancemaking, Filmmaking,Wed 11 Apr 5pm-8pm
TERM 1 concludes Fri 13 Apr
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WEEK & DATE STUDENT ENSEMBLE PROGRAM
TEACHER PROFESSIONAL LEARNING
GOODJARGA THE WORKS & STW
CREATIVE ABILITY
BOYS EDUCATION SPECIAL EVENTS
WEEK 1: Tue 1 May - Sun 6 May
CaSPA Ensembles SCCVCMon 5-8pm
Selection WorkshopER 4pm - 6pm
WEEK 2: Mon 7 May - Sun 13 May
CaSPA Ensembles SCCVCMon 5-8pm
• Goodjarga Steering Committee Meeting Tuesday 9.30am
• Performance Ensemble Rehearsal ER 4pm - 6pm
WEEK 3: Mon 14 May - Sun 20 May
CaSPA Ensembles SCCVC Mon 5-8pm
Performance Ensemble Rehearsal ER 4pm - 6pm
Regional Performance Groups Dance, Drama and Choral Wed 16 4.30pm -6pm
WEEK 4: Mon 21 May - Sun 27 May
CaSPA Ensembles SCCVC Mon 5-8pm
• Performance Ensemble Rehearsal ER 4pm - 6pm
• IDVA Rehearsal Hyde Park Friday
IW Creative Dance
Primary Boys Bootcamp
BOA In-school Workshops
WEEK 5: Mon 28 May - Sun 3 June
CaSPA Ensembles SCCVCMon 5-8pm
IW Primary Performing Arts Network meetingTuesday 2pm - 5pm
• Performance Ensemble Rehearsal ER 4pm - 6pm
• IDVA Performance Friday Hyde Park
IW Creative Dance
• BOA In-school Workshops• Regional Performance Groups
Dance, Drama and Choral Wed 30 4.30pm -6pm
WEEK 6: Mon 4 June - Sun 10 June
CaSPA LIVE SHOWSCCVC Mon 5-8pm
ER Primary Performing Arts Network meetingTuesday 2pm - 5pm
• Performance Ensemble Rehearsal ER 4pm - 6pm
• ER Regional Performance Thur 1 June & Fri 2 June
IW Creative Dance
BOA In-school Workshops
WEEK 7: Mon 11 June - Sun 17 June
QUEEN’S BIRTHDAY HOLIDAY MON 11 JUNE
SR Primary Performing Arts Network MeetingThursday 2pm - 5pm
IW Creative Dance
• BOA In-school Workshops• Regional Performance Groups
Dance, Drama and Choral Wed 13 4.30pm -6pm
WEEK 8: Mon 18 June - Sun 24 June
CaSPA Live lWR Performances Tues 19 June De La Salle/ Bethlehem College
IW Regional Workshops • STW Auditions SCCVC Wed
• The Works Audition SCCVC Wed
IW Creative Dance
• BOA In-school Workshops• CaSPA Live lWR Performances
Tues 19 June De La Salle/ Bethlehem College
WEEK 9:Mon 25 June - Sun 1 July
• CaSPA Live SR Performances Tues 26 June Liverpool
• CaSPA Live SR Performances Wed 27 June Sutherland
SR Regional Workshop STW RehearsalIf requiredMon 5-8pm
• CaSPA Live SR Performances Tues 26 June Liverpool
• CaSPA Live SR Performances Wed 27 June Sutherland
WEEK 10: Mon 2 July - Sun 8 July
CaSPA Live ER Performances OLSH Kensington
ER Regional Workshops STW RehearsalIf requiredMon 5-8pm
CaSPA Live ER PerformancesOLSH Kensington
2018 CaSPA CALENDAR – TERM 2
TERM 2 concludes Fri 6 July
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2018 CaSPA CALENDAR – TERM 3
WEEK & DATE STUDENT ENSEMBLE PROGRAM GOODJARGA THE WORKS STW CREATIVE ABILITY SPECIAL EVENTS
WEEK 1: Mon 23 July - Sun 29 July
CaSPA groups as required SCCVC Mon 5-7pm
• Goodjarga Steering Committee Meeting 19 Wed 9.30am
• Selection Workshop SR Sutherland 4pm - 6pm
The Works Rehearsal Mon 5-8pm
STW RehearsalMon 5-8pm
WEEK 2:Mon 30 July - Sun 5 Aug
CaSPA groups as required SCCVC Mon 5-7pm
• Selection Workshop SR Liverpool Mon 4-6pm
• Performance Ensemble Rehearsal SR Sutherland Wed 4-6pm
The Works Rehearsal Mon 5-8pm
STW RehearsalMon 5-8pm
Regional Let’s Sing
WEEK 3: Mon 6 Aug - Sun 12 Aug
CaSPA groups as required SCCVC Mon 5-7pm
• Performance Ensemble Rehearsal SR Liverpool Mon 4-6pm
• Performance Ensemble Rehearsal SR Sutherland Wed 4-6pm
The Works Rehearsal Mon 5-8pm
STW RehearsalMon 5-8pm
Regional Let’s Dance
WEEK 4: Mon 13 Aug - Sun 19 Aug
CaSPA groups as required SCCVC Mon 5-7pm
• Performance Ensemble Rehearsal SR Liverpool Mon 4-6pm
• Performance Ensemble Rehearsal SR Sutherland Wed 4-6pm
The Works Rehearsal Mon 5-8pm
STW RehearsalMon 5-8pm
SR Creative Dance • Regional Let’s Act• BOA In-school Workshops
WEEK 5: Mon 20 Aug - Sun 26 Aug
CaSPA groups as required SCCVC Mon 5-7pm
• Performance Ensemble Rehearsal SR Liverpool Mon 4pm-6pm
• Performance Ensemble Rehearsal SR Sutherland Wed 4pm-6pm
The Works Rehearsal Mon 5-8pm
STW RehearsalMon 5-8pm
SR Creative Dance BOA In-school Workshops
WEEK 6: Mon 27 Aug - Sun 2 Sep
CaSPA groups as required SCCVC Mon 5-7pm
• Performance Ensemble Rehearsal SR Liverpool Mon 4-6pm
• Performance Ensemble Rehearsal SR Sutherland Wed 4-6pm
The WorksParent ShowTouring Week
STWParent ShowTouring Week
SR Creative Dance BOA In-school Workshops
WEEK 7: Mon 3 Sep - Sun 9 Sept
CaSPA groups as required SCCVC Mon 5-7pm
• Performance Ensemble Rehearsal SR Liverpool 4pm-6pm
• SR Performance Yr 12 Awards • SR Regional Performance Thur - Fri
SR Creative Dance
WEEK 8: Mon 10 Sept - Sun 16 Sept
CaSPA groups as required SCCVC Mon 5-7pm
Goodjarga Day Fri 9am-2.30pm NCIE SR Creative Dance
WEEK 9: Mon 17 Sept - Sun 23 Sept
CaSPA groups as required SCCVC Mon 5-7pm
WEEK 10: Mon 24 Sept - Sun 30 Sept
CaSPA groups as required SCCVC Mon 5-7pm
BOA Night Mon
TERM 3 concludes Fri 28 Sept
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2018 CaSPA CALENDAR – TERM 4
WEEK & DATE STUDENT ENSEMBLE PROGRAM HSC
TEACHER PROFESSIONAL LEARNING
THE WORKS BOYS EDUCATION SPECIAL EVENTS GIFTED EDUCATION
WEEK 1: Mon 15 Oct - Sun 21 Oct
Ensemble In-school Auditions
• OES Sun• ER Coaching
Clinic
WEEK 2: Mon 22 Oct - Sun 28 Oct
Ensemble In-school Auditions
Choral and Orchestra Ensemble Monday Auditions
WEEK 3: Mon 29 Oct - Sun 4 Nov
• Ensemble In-school Auditions
• Student Ensemble Auditions Mon & Tues
WEEK 4: Mon 5 Nov - Sun 11 Nov
Ensemble In-school Auditions
Choral and Orchestra Ensemble Monday
WEEK 5: Mon 12 Nov - Sun 18 Nov
Ensemble In-school Auditions
The Works Regional Tours and External Tours
Boys Regional SR, IWR, ER
WEEK 6: Mon 19 Nov - Sun 25 Nov
CaSPA groups as required SCCVC Mon 5-7pm
Secondary Network Meetings 9am - 12pm SCCVC• Mon 13 Nov - DRAMA• Tue 14 Nov - DANCE• Wed 15 Nov - MUSIC
Boys Regional SR, IWR, ER
Choral and Orchestra Ensemble Monday
WEEK 7: Mon 26 Nov - Sun 2 Dec
CaSPA groups as required SCCVC Mon 5-7pm
HSC Showcase Tues• Music 10.30am - 12pm• Dance 2pm - 3.30pm • Drama 5.30pm - 7pm
Boys Regional SR, IWR, ER
Choral and Orchestra Ensemble Monday
WEEK 8: Mon 3 Dec - Sun 9 Dec
CaSPA groups as required SCCVC Mon 5-7pm
Choral and Orchestra EnsembleSt. Mary’s Performance
WEEK 9: Mon 10 Dec - Sun 16 Dec
CaSPA groups as required SCCVC Mon 5-7pm
WEEK 10: Mon 17 Dec - Sun 23 Dec
CaSPA groups as required SCCVC Mon 5-7pm
TERM 4 concludes Wed 19 Dec
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CaSPA SCS STAFF DIARIES
SCS MUSIC ADVISOR - TIME ALLOCATION
SCS DRAMA ADVISOR - TIME ALLOCATION
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CaSPA SCS STAFF DIARIES
PRIMARY COORDINATOR, SOUTHERN REGION - TIME ALLOCATION
PRIMARY COORDINATOR, EASTERN REGION - TIME ALLOCATION
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CaSPA SCS STAFF DIARIES
SECONDARY COORDINATOR - TIME ALLOCATION
PRIMARY COORDINATOR, INNER WEST REGION - TIME ALLOCATION
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CaSPA ARTISTIC STAFF DIARIES
DANCE ARTISTIC DIRECTOR - TIME ALLOCATION
MUSIC SPECIALIST - TIME ALLOCATION
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CaSPA ARTISTIC STAFF DIARIES
ABORIGINAL AND TORRES STRAIT ISLANDER ARTISTIC ADVISOR - TIME ALLOCATION
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APPENDICES In-School Mentoring Summary Australian Teaching Standards
School Participation by Program School Participation by School
CaSPA Carefactor Survey Results Marketing Materials
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IN-SCHOOL MENTORING SUMMARY
SCHOOLNO. OF STAFF
INVOLVED
NO. OF STUDENTS INVOLVED
FOCUSAUSTRALIAN TEACHING STANDARDS
EASTERN REGION PRIMARY
St Anthony's Clovelly 1 50 Building Capacity: Glee Club Performance Support 2.1, 2.2, 2.6
St Margaret Mary's North Randwick 12 198 School Performance Support: From Page to Stage: A Christmas Carol 2.1, 2.2, 6.2, 6.3
St Thomas More 10 200 School Performance Support: From Page to Stage: Peter Pan Jr 2.1, 6.2, 6.3
Our Lady of the Annunciation Pagewood 7 223 Archbishop Charter Feast Day of Annunciation Mass preparation and support 6.2
Our Lady of Fatima Kingsgrove 1 50 Choir Support 6.2
Our Lady of Mount Carmel Waterloo 1 15 Transmedia Story Telling 6.2
EASTERN REGION SECONDARY
Marist College North Shore 1 9 HSC Drama - The Written Examination 2.5
Brigidine College Randwick 2 3 HSC Music 1 and 2 Composition 3.1, 3.3, 3.6
Marcellin College Randwick 1 9 Year 9 Drama - Skills Development 2.1, 2.2
Bethany College Hurstville 1 6 NAIDOC Week 2.4
Marist College Penshurst 8 169 Year 7 Cultural Enrichment 2.4
Marist College North Shore 1 6 HSC Music 1 Skillbuilding 2.5, 3.3
Bethany College Hurstville 4 50 Silver Jubilee Mass 2.1
Marist College Penshurst 1 9 Stage 5 Dance Development 2.2, 2.3
St Ursula's College Kingsgrove 1 4 Newman Showcase - Music Composition 1.5, 3.1
Marist College Kogarah 1 9 HSC Music Composition 3.1, 3.3, 6.3
Marist College North Shore 1 9 Year 11 Viva Voce 3.1
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SCHOOLNO. OF STAFF
INVOLVED
NO. OF STUDENTS INVOLVED
FOCUSAUSTRALIAN TEACHING STANDARDS
INNER WESTERN REGION PRIMARY
St Joseph's Belmore 2 20 School Production - Self-devised 6.2
All Hallows Fivedock 2 150 Recreate School Song 6.2
St Michael's Meadowbank 2 180 Create a Backing Track & Score for existing School Song 6.2
St Jerome's Punchbowl 31 315 Music 101 in the Classroom - Teacher Professional Learning 3.4, 6.2
St Anne's Strathfield South 12 149 School Production - Self-devised 1.5, 2.1, 6.4, 7.4
St Francis Xavier Ashbury 4 220 School Production - Self-devised 1.5, 3.4, 6.4, 7.4
St James Glebe 8 0 Audio Skills for End of Year Production 6.2
St Joseph's Belmore 1 25 School Choir Support 6.2
INNER WESTERN REGION SECONDARY
De La Salle College Ashfield 3 13 Stage 6 Music Performance Quality - Staff and Students 3.1, 5.2, 6.3
Catholic Intensive English Program 4 15 Literacy through the Performing Arts 1.3, 2.5
De La Salle College Ashfield 1 6 Year 9 Drama Curriculum - Staff and Students 2.3, 3.3, 3.5
Holy Cross College Ryde 5 12 Year 9 and 10 Shakespeare Project for Staff and Students 3.1, 3.3, 6.3
Marist College Eastwood 3 731 80th Anniversary Mass 3.1
Marist Sisters' College Woolwich 1 13 Stage 6 Music Composition 3.1, 3.3, 6.3
Southern Cross Catholic Vocational College Burwood 1 10 Stage 6 Music Composition Term 1 3.1, 3.3, 6.3
Southern Cross Catholic Vocational College Burwood 1 9 Stage 6 Music Composition Term 4 3.1, 3.3
Domremy College Five Dock 1 7 HSC Music Composition 3.1, 3.3
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SCHOOLNO. OF STAFF
INVOLVED
NO. OF STUDENTS INVOLVED
FOCUSAUSTRALIAN TEACHING STANDARDS
De La Salle College Ashfield 1 11 Year 10 Viva Voce 3.1, 3.3
Trinity College Auburn 1 6 HSC Music Performance 3.5
SOUTHERN REGION PRIMARY
Our Lady Star of the Sea Miranda 19 452 Page to Stage- Musical Joseph and the Technicolour Dreamcoat 2.1, 2.2, 6.2, 6.3
St Brendan's Bankstown 14 369 Page to Stage- Musical Lion King Jnr 2.1, 2.2, 6.2, 6.3
St Catherine's of Siena Prestons 3 40 Performing Arts Enrichment Program Support 2.1, 2.2, 6.2, 6.3
St Therese Sadleir-Miller 2 45 NAIDOC Performance and Whole School Workshops 2.4
Holy Spirit Carnes Hill 1 247 Drama Curriculum 2.1, 2.2, 6.2, 6.3
Our Lady of Fatima Caringbah 1 18 Boys Enrichment 5.2
St Joseph's Como 4 20 Film making - Newman Project 1.5, 2.1, 6.2
Sacred Heart Villawood 2 30 Song Recording 6.2
SOUTHERN REGION SECONDARY
All Saints Senior College Casula 3 130 30th Anniversary Mass 3.1
Mount St Joseph Milperra 1 9 Stage 6 Music Composition 3.1, 3.3
Freeman Catholic College Bonnyrigg Heights 1 12 Stage 6 Drama 2.1, 2.2
Freeman Catholic College Bonnyrigg Heights 3 0 Teacher Professional Learning Music Composition 6.2
Patrician Brothers' College Fairfield 2 37 65th Anniversary Mass 3.1
Mary MacKillop New Arrivals 2 29 New Arrivals 1.3
St Patrick's College Sutherland 1 10 HSC Music 3.3
St Patrick's College Sutherland 2 8 HSC Drama 6.2
IN-SCHOOL MENTORING SUMMARY 41CaSPA
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AUSTRALIAN TEACHING STANDARDS
PROFICIENT Standard 1
Know students and how they learn
1.1.2 Use teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics to improve students learning.
1.2.2 Structure teaching programs using research and collegial advice about how students learn.
1.3.2 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4.2 Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
1.6.2 Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislation requirements.
PROFICIENT Standard 2
Know the content and how to teach it
2.1.2 Apply knowledge of content and teaching strategies of the teaching area to develop engaging teaching activities.
2.2.2 Organise content into coherent, well-sequenced learning and teaching programs.
2.3.2 Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
2.4.2 Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.2 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
2.6.2 Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
PROFICIENT Standard 3
Plan for and implement effective teaching
and learning
3.1.2 Set explicit, challenging and achievable learning goals for all students.
3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning.
3.5.2 Use effective verbal and non-verbal communication strategies to support students' understanding, engagement and achievement.
3.6.2 Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data to inform planning.
3.7.2 Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children's learning.
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PROFICIENT Standard 4
Create and maintain supportive and safe learning
environments
4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
4.2.2 Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
4.3.2 Manage challenging behaviour by establishing and negotiating clear expectations with students, and address discipline issues promptly, fairly and respectfully.
4.4.2 Ensure students' well-being and safety within school by implementing school and/or system, curriculum and legislative requirements.
4.5.2 Incorporate strategies to promote safe, responsible and ethical use of ICT in learning and teaching.
PROFICIENT Standard 5
Assess, provide feedback and report on student
learning
5.1.2 Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
5.2.2 Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
5.3.2 Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.
5.4.2 Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
5.5.2 Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
PROFICIENT Standard 6
Engage in professional learning
6.1.2 Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan personal professional learning needs.
6.2.2 Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities.
6.3.2 Contribute to professional discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
6.4.2 Undertake professional learning programs designed to address identified student learning needs.
PROFICIENT Standard 7
Engage professionally with colleagues, parents/ carers & the community
7.1.2 Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
7.2.2 Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
7.3.2 Establish and maintain respectful collaborative relationships with parents/carers regarding their children's learning and wellbeing.
7.4.2 Participate in professional and community networks and forums to broaden knowledge and improve practice.
AUSTRALIAN TEACHING STANDARDS 43CaSPA
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SCHOOL PARTICIPATION BY PROGRAM
Teachers Students
In-School Mentoring 193 3744
Evangelisation 139 1806
Cross Curriculum 8 240
Special Events 24 148
Primary Boys Enrichment 40 802
HSC workshops 19 204
HSC Recital Showcase 0 75
Creative Ability 10 53
Gifted 2 37
Junior TheatreWorks 57 1495
DanceWorks 73 1850
Senior TheatreWorks 39 926
Goodjarga Regional Workshops 19 141
Goodjarga Day 16 102
Growing in Culture 158 5340
Goodjarga Performance Ensemble 0 33
Student Ensemble Program 6 107
Bootcamp 26 248
Networks 70 0
Battle of the Artz 9 149
Let's Dance 16 206
Let's Sing 30 443
Let's Act 7 43
VoiceWorks 58 1355
Dance Coaching Clinic 13 184
Australian Catholic Youth Festival 0 74
TOTALS 1032 19805
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School Suburb Participating in CaSPA Teachers Students
PRIMARYSt Felix’s BANKSTOWN Yes 1 7
St Brendan’s BANKSTOWN CENTRAL Yes 26 639
Christ the King BASS HILL Yes 1 5
John the Baptist BONNYRIGG Yes 1 11
Mary Immaculate BOSSLEY PARK Yes 1 9
Sacred Heart CABRAMATTA Yes 1 9
Our Lady of Fatima CARINGBAH Yes 24 686
Holy Spirit CARNES HILL Yes 4 283
St Joseph’s COMO/OYSTER BAY Yes 8 40
St Aloysius’ CRONULLA Yes 6 120
St John Bosco’s ENGADINE Yes 7 260
Our Lady of the Rosary FAIRFIELD Yes 18 500
St Mary’s GEORGE'S HALL No 0 0
St John Vianney’s GREENACRE No 0 0
St Catherine Laboure GYMEA Yes 16 560
St Christopher's Primary HOLSWORTHY Yes 4 68
Marion Primary HORSLEY PARK Yes 2 25
Good Shepherd Primary HOXTON PARK Yes 0 1
All Saints Catholic Primary LIVERPOOL Yes 3 20
St Francis Xavier’s LURNEA No 0 0
Holy Family MENAI Yes 12 438
Our Lady Star of the Sea MIRANDA Yes 25 578
St Joseph’s MOOREBANK Yes 0 1
Our Lady of Mt Carmel MT PRITCHARD Yes 14 650
St Therese’s PADSTOW No 0 0
St Christopher’s PANANIA Yes 1 0
St Catherine of Siena PRESTONS Yes 7 49
St Luke’s REVESBY Yes 5 120
School Suburb Participating in CaSPA Teachers Students
St Therese SADLEIR-MILLER Yes 5 174
St Gertrude’s SMITHFIELD Yes 8 194
St Patrick’s SUTHERLAND Yes 5 160
Sacred Heart VILLAWOOD Yes 7 150
St Francis De Sales’ WOOLOOWARE Yes 2 11
St Francis Xavier Primary ARNCLIFFE Yes 7 188
Fr John Therry Primary BALMAIN Yes 4 54
Regina Coeli Primary BEVERLY HILLS Yes 10 358
St Gabriel's Primary BEXLEY Yes 6 158
Mater Dei Primary BLAKEHURST Yes 1 8
Galilee Primary BONDI Yes 4 60
St Bernard's Primary BOTANY Yes 3 43
St Thomas More's Primary BRIGHTON Yes 10 218
Blessed Sacrament Primary CLIFTON GARDENS Yes 1 8
St Anthony's Primary CLOVELLY Yes 7 141
St Brigid's Primary COOGEE Yes 2 38
St Michael's Primary DACEYVILLE Yes 9 109
Our Lady of Lourdes Primary EARLWOOD Yes 3 26
St Mary's Primary ERSKINEVILLE Yes 26 354
St Mary's Star of the Sea HURSTVILLE Yes 8 160
Our Lady of the Rosary Primary KENSINGTON Yes 3 45
Our Lady of Fatima Primary KINGSGROVE Yes 4 97
St Patrick's Primary KOGARAH Yes 4 65
St Michael's Primary LANE COVE Yes 5 110
St Andrew's Primary MALABAR Yes 4 23
St Mary - St Joseph Primary MAROUBRA BEACH Yes 15 351
St Aidan's Primary MAROUBRA JUNCTION Yes 2 28
St Therese's Primary MASCOT Yes 1 8
SCHOOL PARTICIPATION BY SCHOOL 45CaSPA
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School Suburb Participating in CaSPA Teachers Students
St Agnes' Primary MATRAVILLE Yes 11 305
Sacred Heart Primary MOSMAN Yes 5 83
St Mary's Primary NORTH SYDNEY Yes 3 52
St Joseph's Primary OATLEY Yes 2 33
St Francis of Assisi Primary PADDINGTON Yes 10 122
Our Lady of the Annunciation PAGEWOOD Yes 3 51
St Declan's Primary PENSHURST Yes 1 8
Our Lady of the Sacred Heart RANDWICK Yes 2 66
St Margaret Mary's Primary RANDWICK NORTH Yes 17 264
St Joseph's Primary RIVERWOOD Yes 3 68
St Joseph's Primary ROCKDALE Yes 2 8
McAuley Primary ROSE BAY Yes 6 17
St Finbar's Primary SANS SOUCI Yes 10 67
St Raphael's Primary SOUTH HURSTVILLE Yes 10 245
St Mary's Cathedral Primary SYDNEY No 0 0
Our Lady of Mt Carmel Primary WATERLOO Yes 4 39
St Charles' Primary WAVERLEY Yes 10 348
Holy Cross Primary WOOLLAHRA Yes 1 8
St Brendan's ANNANDALE Yes 5 90
St Francis Xavier ASHBURY Yes 14 373
St Vincent's ASHFIELD Yes 5 44
St John's AUBURN Yes 6 260
St Joseph the Worker AUBURN SOUTH Yes 4 120
St Michael's BELFIELD Yes 2 25
St Joseph's BELMORE Yes 3 41
St Mel's CAMPSIE No 0 0
St Mary's CONCORD Yes 4 25
St Ambrose CONCORD WEST Yes 6 151
Holy Innocents' CROYDON Yes 7 220
School Suburb Participating in CaSPA Teachers Students
St Therese's DENISTONE No 0 0
St Mark's DRUMMOYNE No 0 0
St Paul of the Cross DULWICH HILL Yes 7 320
St Kevin's EASTWOOD No 0 0
St Joseph's ENFIELD Yes 2 17
St Pius' ENMORE No 0 0
All Hallows FIVE DOCK Yes 11 354
St James GLEBE Yes 10 137
Our Lady Queen of Peace GLADESVILLE Yes 3 26
St Joan of Arc HABERFIELD No 0 0
Villa Maria HUNTERS HILL Yes 3 45
St Therese's LAKEMBA Yes 0 4
St Fiacre's LEICHHARDT Yes 1 15
St Columba's LEICHHARDT NORTH Yes 1 0
St Joachim's LIDCOMBE Yes 1 0
St Brigid's MARRICKVILLE Yes 3 25
St Anthony's MARSFIELD Yes 3 221
St Michael's MEADOWBANK Yes 3 180
Holy Spirit NORTH RYDE Yes 10 233
Our Lady of The Assumption NORTH STRATHFIELD No 0 0
St Jerome's PUNCHBOWL Yes 31 315
St Peter Chanel REGENTS PARK Yes 21 623
St Charles' RYDE No 0 0
Immaculate Heart of Mary SEFTON No 0 0
St Michael's STANMORE Yes 6 140
St Martha's STRATHFIELD Yes 7 147
St Anne's STRATHFIELD SOUTH Yes 13 155
St Patrick's SUMMER HILL No 0 0
SCHOOL PARTICIPATION BY SCHOOL 46CaSPA
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SCHOOL PARTICIPATION BY SCHOOL
School Suburb Participating in CaSPA Teachers Students
SECONDARYLaSalle BANKSTOWN Yes 2 8
Freeman Catholic College BONNYRIGG HEIGHTS Yes 7 60
De La Salle College CARINGBAH Yes 1 0
All Saints Catholic Senior College CASULA Yes 3 153
De La Salle College CRONULLA Yes 1 3
Our Lady of Mercy College Burraneer CRONULLA Yes 5 16
St John Bosco College ENGADINE Yes 13 300
Patrician Brothers' College FAIRFIELD Yes 3 40
Good Samaritan Catholic College HINCHINBROOK Yes 3 28
All Saints College LIVERPOOL Yes 10 263
Aquinas College MENAI Yes 17 418
Mount St Joseph MILPERRA Yes 36 528
De La Salle College REVESBY HEIGHTS Yes 2 13
St Patrick's College SUTHERLAND Yes 3 66
Mary MacKillop College WAKELEY Yes 8 70
Clancy Catholic College WEST HOXTON Yes 3 24
Marist College Kogarah BEXLEY Yes 4 32
St Scholastica's College GLEBE Yes 0 2
Bethany College HURSTVILLE Yes 12 139
Our Lady of the Sacred Heart College KENSINGTON Yes 8 56
St Ursula's College KINGSGROVE Yes 2 27
Loreto KIRRIBILLI No 0 0
St Ignatius' College LANE COVE No 0 0
St Aloysius' College MILSON'S POINT No 0 0
Monte Sant'Angelo Mercy College NORTH SYDNEY No 0 0
Marist College North Shore NORTH SYDNEY Yes 7 70
School Suburb Participating in CaSPA Teachers Students
Champagnat Catholic College PAGEWOOD Yes 13 164
Marist Catholic College Penshurst PENSHURST Yes 20 349
St Vincent's College POTTS POINT No 0 0
Brigidine College RANDWICK Yes 6 39
Marcellin College RANDWICK Yes 13 159
Kincoppal-Rose Bay ROSE BAY No 0 0
St Mary's Cathedral College SYDNEY Yes 7 89
St Clare's College WAVERLEY Yes 8 110
Waverley College WAVERLEY No 0 0
Bethlehem College ASHFIELD Yes 6 62
De La Salle College ASHFIELD Yes 14 207
Trinity Catholic College AUBURN Yes 3 10
SCCVC College BURWOOD Yes 2 10
St Maroun's College DULWICH HILL No 0 0
Marist College EASTWOOD Yes 13 206
Domremy College FIVE DOCK Yes 5 26
Rosebank College FIVE DOCK Yes 0 4
St Joseph's College HUNTER'S HILL Yes 1 16
Holy Spirit College LAKEMBA Yes 13 195
Christian Brothers' High School LEWISHAM Yes 0 1
Eileen O'Connor Catholic College LEWISHAM Yes 11 40
Casimir Catholic College MARRICKVILLE Yes 6 25
St Charbel's College PUNCHBOWL No 0 0
Holy Cross College RYDE Yes 1 0
Santa Sabina College STRATHFIELD Yes 0 6
St Patrick's College STRATHFIELD Yes 0 6
Marist Sisters' College WOOLWICH Yes 7 50
47CaSPA
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CaSPA CAREFACTOR SURVEY RESULTS
WHAT ELEMENTS OF CaSPA HELPED YOU LEARN AND ACHIEVE:
A. The content was engaging and challengingB. I was able to work both individually and in groupsC. I was able to make connections with what I have learnt and my own life and experiencesD. I was able to share what I have learnt with other students and/ teachersE. I was given choicesF. The program encouraged me to set high expectations for myself
A20%
B19%
C15%
D17%
E11%
F18%
48CaSPA
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Find out how your child can get involved with in-school and extracurricular performing arts activities.
Visit WWW.CASPAONLINE.COM.AU to learn more.
Secondary Archdiocesan
CoordinatorElizabeth Mullane
0408 237 420elizabeth.mullane@ syd.catholic.edu.au
Primary East Coordinator
Iris McGill 0438 225 840
iris.mcgill@ syd.catholic.edu.au
Primary Inner West Coordinator
John Panuccio 0447 227 818
john.panuccio@ syd.catholic.edu.au
Primary South Coordinator
Nancy Cincotta 0419 247 649
nancy.cincotta@ syd.catholic.edu.au
CASPA IS MANAGED BY GREAT BIG EVENTS
IN CONJUNCTION WITH SYDNEY
CATHOLIC SCHOOLS
PERFORMANCES | WORKSHOPS | MENTORING
The opportunity for my children to be involved with CaSPA
has been invaluable.“
”
Don’t miss out on exciting performance opportunities!Auditions for CaSPA’s 2018 Dance, Drama and Vocal Ensembles are coming up!Primary Auditions: October 16, 2017 Secondary Auditions: October 17, 2017
Secondary Archdiocesan
CoordinatorElizabeth Mullane
0408 237 420elizabeth.mullane@ syd.catholic.edu.au
Primary East Coordinator
Iris McGill 0438 225 840
iris.mcgill@ syd.catholic.edu.au
Primary Inner West Coordinator
John Panuccio 0447 227 818
john.panuccio@ syd.catholic.edu.au
Primary South Coordinator
Nancy Cincotta 0419 247 649
nancy.cincotta@ syd.catholic.edu.au
CASPA IS MANAGED BY GREAT BIG EVENTS
IN CONJUNCTION WITH SYDNEY
CATHOLIC SCHOOLS
PERFORMANCES | WORKSHOPS | MENTORING
CaSPA has built my
confidence not only on stage
but as a person as well
Visit WWW.CASPAONLINE.COM.AU to register.
“ ”
MORE THAN WORDS Make sure your child has everything they need to express themselves.
Find out how your child can get involved in CaSPA’s Performing Arts Programs.
Secondary Archdiocesan
CoordinatorElizabeth Mullane
0408 237 420elizabeth.mullane@ syd.catholic.edu.au
Primary East Coordinator
Iris McGill 0438 225 840
iris.mcgill@ syd.catholic.edu.au
Primary Inner West Coordinator
John Panuccio 0447 227 818
john.panuccio@ syd.catholic.edu.au
Primary South Coordinator
Nancy Cincotta 0419 247 649
nancy.cincotta@ syd.catholic.edu.au
CASPA IS MANAGED BY GREAT BIG EVENTS
IN CONJUNCTION WITH SYDNEY
CATHOLIC SCHOOLS
PERFORMANCES | WORKSHOPS | MENTORING
See the CaSPA Ensembles in action! Book your tickets now for CaSPA
Live, June 26th, 5.30pm and 7.30pm through the CaSPA website.
Visit WWW.CASPAONLINE.COM.AU to learn more.
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MARKETING MATERIALS
Be a part of our brand new 2018 Regional Performance Squads!
Plus join us for a packed year of masterclasses, workshops and performances.
Secondary Archdiocesan
CoordinatorElizabeth Mullane
0408 237 420elizabeth.mullane@ syd.catholic.edu.au
Primary East Coordinator
Iris McGill 0438 225 840
iris.mcgill@ syd.catholic.edu.au
Primary Inner West Coordinator
John Panuccio 0447 227 818
john.panuccio@ syd.catholic.edu.au
Primary South Coordinator
Nancy Cincotta 0419 247 649
nancy.cincotta@ syd.catholic.edu.au
CASPA IS MANAGED BY GREAT BIG EVENTS
IN CONJUNCTION WITH SYDNEY
CATHOLIC SCHOOLS
PERFORMANCES | WORKSHOPS | MENTORING
Visit WWW.CASPAONLINE.COM.AU for more info.
Sign up now!
49CaSPA
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MARKETING MATERIALS
Website
50CaSPA
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Website Flyer examples
MARKETING MATERIALS 51CaSPA
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CaSPA PROGRAM BEST WISHES FOR 2018
52CaSPA
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