Annual Report 2025
WE ACKNOWLEDGE THE QUANDAMOOKA PEOPLES, UPON WHOSE LANDS IONA COLLEGE STANDS. WE RESPECT AND HONOUR ABORIGINAL AND TORRES STRAIT ISLANDER ELDERS, PAST, PRESENT AND EMERGING. IONIANS PRAY THAT GOD’S GRACE INSPIRES AND EMPOWERS US TO BE PEOPLE OF RECONCILIATION AND JUSTICE.
WE ALSO ACKNOWLEDGE AND GIVE THANKS TO EVERYONE IN THE ARMED AND EMERGENCY SERVICES WHOSE GENEROSITY AND DEDICATION CONTINUE TO HELP US GROW AS A NATION OF PEACE, HARMONY AND FREEDOM.
Contents Contents ABOUT IONA COLLEGE
6
OUR MISSION
7
HISTORY AND TRADITION
8
FAITH
10
HOUSES
12
CURRICULUM
17
PRIMARY SCHOOL
18
MIDDLE SCHOOL
21
SENIOR SCHOOL
22
INCLUSIVE EDUCATION
24
STUDENTS
27
ATTENDANCE RATES
28
ACADEMIC RESULTS
29
STUDENT RETENTION RATES
30
SCHOOL PERFORMANCE REPORTING
32
STAFF
34
CO-CURRICULAR
38
MUSIC
40
SPEECH AND PERFORMANCE
41
SPORT
42
FACILITIES
44
PARENTAL INVOLVEMENT
45
ENROLMENT
47
Annual Report 2025
3
X
About Iona College Iona College is a Catholic school for boys conducted by the Missionary Oblates of Mary Immaculate, within the Archdiocese of Brisbane in Quandamooka country. We welcome all members of our community as Ionians. Since 1957, Iona has served our region in partnership with families and the wider community to form young men who make a positive difference to the lives of others. As a Catholic school in the Oblate tradition, Iona College focuses on educating and empowering young men to make a positive, spiritual and practical difference throughout their lives and the lives of others.
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PRINCIPAL:
Mr Trevor Goodwin
RECTOR:
Fr Joe Antony OMI
ADDRESS:
85 North Road, Lindum, Qld 4178
SECTOR:
Catholic College for boys
YEAR LEVELS:
Years 5-12
ENROLMENTS:
1802 (August 2025 Census)
TEACHING STAFF:
147 (August 2025 Census)
INCOME
Our curriculum provides a wide range of subject opportunities to cultivate the individual talents of each student, including marine science and aerospace programs.
Australian Government recurrent funding:
$17,608,204
State government recurrent funding:
$5,482,038
Our students experience a positive school culture and environment, and are taught how to enhance their personal wellbeing, live a life of meaning and purpose, and strengthen their relationships with others and with God.
Fees, charges and parent contributions:
$22,077,773
Other private sources:
$3,384,478
TOTAL:
$48,552,493
Iona College
Our Mission
IONA COLLEGE WAS BUILT BY OUR COMMUNITY, FOR OUR COMMUNITY. Since our first students arrived in 1958, Iona College has provided a Catholic education for boys in the Oblate tradition of boldness and daring, while being centred on faith and following the example set by Jesus and our patron, Saint Eugene de Mazenod.
Local mums and dads dug trenches, cleared fields and repaired buildings knowing they were contributing to something great. They not only built a school, but built a culture of hard work, faith, loyalty and community that remains at the core of who we are to this day.
In 1957, Iona’s campus consisted of donated land, a re-purposed farmhouse, and the vision of our Founders for what Iona could become. On 1 October, 1957, two Oblate priests arrived on Iona Hill in a beat-up, second-hand Vauxhall with precisely 119 days to turn a run-down 32-acre farm and its dilapidated farmhouse into a place of learning and faith for the community.
Iona remains focused on our pastoral and wellbeing programs that support our students and families, and our Catholic foundations that teach the importance of faith, belief and Christian values.
Fr Tim Long OMI and Fr Denis McCarthy OMI had no money. But they had a vision of what this new school called Iona could become, an unshakeable belief they could make it happen, and the faith of a community willing to roll up their sleeves to make it happen.
Each day, guided by the Oblate charism and the teachings of Jesus, every Ionian is challenged to reach their potential to serve their community and, in the words of St Eugene, “Learn what you are in the eyes of God”.
Annual Report 2025
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History and tradition OUR COLLEGE CREST
THE IONA GORILLA
The College Crest represents the foundations of faith, strength and community that Iona is built on, and the Catholic values and standards Ionians are expected to uphold. “In Hoc Signo Vinces” were the words that changed Christianity forever.
The gorilla was first adopted as an unofficial mascot for Iona College in 1992, and in recent times has been officially adopted as an Iona College logo and key part of our identity.
In 312AD, the Roman Emperor Constantine the Great was leading his troops into the famous Battle of Milvian Bridge in the great civil war for control of Rome. When he looked at the afternoon sun, he saw above it a lighted cross, and the words “In Hoc Signo Vinces”. That night he was visited in a dream by Jesus, who told Constantine to put the cross on the shields of his solders before battle so “in this sign you will conquer”. Constantine woke the next morning as a true believer. He put the cross on the shields as Jesus had told him, won the battle, and took his position as Master of Rome. Under his reign, Christianity spread throughout the empire, eventually becoming the official religion of the Roman Empire. The Iona Crest is based on the family crest of Fr Patrick O’Donnell, who was Archbishop of Brisbane in the early years of the College’s life - both as a tribute to him, and to ensure the Archdiocese would look favourably on the new school, and give it the time it needed to establish itself, survive and thrive. It is a symbol of spirit, as much as spirituality.
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Iona College
The Iona gorilla is now used across all areas of College life and is an immediately recognisable symbol of Iona across the wider community, with strong messaging in its deliberate design: Strength, resilience, confidence, humility – and always moving forward with eyes focused on what is ahead. In 2023, on the 60th anniversary of Iona’s first graduating class of 1963, the College introduced ‘The Iona Silverbacks’ – a membership group created to honour our Old Boys who have reached 50 years since graduation. In nature, the silverback is the mature male that is the leader of a gorilla troop, responsible for protecting and nurturing the younger members, and teaching the next generation of their responsibilities so they may one day lead. It is a fitting analogy for our most senior Old Boys, and reflective of the role they play in Iona’s culture and tradition.
“I have no use for smouldering wicks in this society. I want you to burn, give light, or get out” St Eugene de Mazenod
Our Vision
Our Values
Iona strives to be the accessible and aspirational Catholic school for families, forming men who are authentic, grounded, respectful and connected to a community that, like Jesus, serves and inspires others.
Faith We dare to live the Gospel by zealously animating Jesus’ message of love through the Oblate Charism.
Integrity
Our Mission
We act with responsibility, transparency, and care for creation.
Respect Through God’s gift of the Oblate charism, Iona College will continue to invest in our community to form young men who are inspired to grow into their potential to live, learn, lead, and serve.
We cherish the dignity, wellbeing, and worth of every person.
Excellence We dare to pursue personal excellence, curiosity, and a love of learning.
Service We act with compassion and generosity to make a positive difference for others.
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Iona College Strategic Plan 2026-2029
Annual Report 2025
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Faith
People may believe what you say, but they will always believe what you do – and Iona’s education programs ensure that students not only learn about the teachings of Jesus, but put them into practice. To truly understand the teachings of Jesus and our patron, Saint Eugene de Mazenod, students in Iona’s 3:16 and 10:10 religion programs also follow in their footsteps by initiating positive action. Every week, students in these programs attend Hemmant Cemetery to tidy the grounds and clean headstones, visit primary schools in the community to help young students with their reading, assist the students from Darling Point Special School with their activities, care for our local environment and provide peer support and mentorship to younger Ionians. These programs – and many other excursions and workshops throughout the year – are true Catholic education, and following the Oblate mission to serve others. By learning to help others in the community, students learn how to be better men.
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Iona College
It is at the heart of the Oblate mission, and what it means to be an Ionian. Iona was founded and remains a ministry of the Oblates of Mary Immaculate, a Catholic religious congregation founded by St Eugene in Aix-en-Provence in France in 1816 that was dedicated to serving the people and helping the poor and those in need. Today, the Oblates serve God in 67 countries around the world. In Australia, the Oblates are involved in four Colleges – of which Iona is the oldest – including St Eugene’s at Burpengary, Mazenod College Victoria and Mazenod College Western Australia. Mass is celebrated before school every day in the College Chapel, which is the geographical and spiritual centre of the Iona campus. Each House takes it in turn to host the celebration for the community, with wholeschool Masses held in The Provence Centre. Every Ionian is challenged to meet their potential and grow into exceptional men of faith and service to, in the words of St Eugene, “learn what you are in the eyes of God”.
Houses IONA COLLEGE HAS 10 HOUSE GROUPS, EACH NAMED TO HONOUR AN OBLATE MISSIONARY OR AN ICONIC WOMAN OF THE CATHOLIC CHURCH.
Every Iona student is welcomed into a House. Every House has its own ‘logo’ to encourage pride and ownership among their student members. In 2022, Indigenous artist and Iona Old Boy Mur-raay Djeripi was commissioned to create 10 original artworks, using Indigenous art to tell the story of the person each House was named in honour of and the characteristics of each House. Classes are grouped in year levels in Primary, but in Secondary, the House forms the nucleus of pastoral care. Homeroom groups meet each morning and Houses meet as a whole on a regular basis. Group community and social justice initiatives are commonplace and a program of weekly Masses, sporting, cultural and academic activities are a significant part of the College wellbeing and co-curricular programs.
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Iona College
This vertical House structure encourages a trusting and open relationship with boys across various year levels. Leadership opportunities are encouraged for the senior grade students through guidance and mentoring to the younger students. Interhouse competition in arts, academic and sporting arenas nurtures students’ affinity with their House, and their interaction with older boys and staff gives them a support network and sense of security. The Head of House is responsible for the monitoring of each student’s academic, spiritual, emotional, physical and social wellbeing and through the assistance of teacher and student mentors, invaluable partnerships and close communication are fostered.
ALBINI Named in honour of: Fr Charles Albini OMI Colour: Gold
ANTHONY Named in honour of: Br Anthony Kowalczyk OMI Colour: Mauve
CHARLEBOIS Named in honour of: Fr Ovide Charlebois OMI Colour: Orange
CHISHOLM CEBULA Named in honour of: Caroline Chisholm / Fr Jozef Cebula OMI Colour: Royal Blue
Annual Report 2025
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GERARD Named in honour of: Fr Joseph Gerard OMI Colour: Green
GRANDIN Named in honour of: Bishop Vital Grandin OMI Colour: Red
LONG Named in honour of: Fr Tim Long OMI Colour: Tartan
MACKILLOP Named in honour of: St Mary MacKillop RSJ Colour: Maroon
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Iona College
MAZENOD Named in honour of: St Eugene de Mazenod Colour: Light Blue
MCAULEY Named in honour of: Sr Catherine McAuley Colour: Silver
Annual Report 2025
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Curriculum
Primary Years In Years 5 and 6, Iona fosters a safe and stimulating learning environment that is exciting, engaging and meaningful. Underpinning our learning and teaching is a belief that students are individuals who develop and learn in different ways and at different rates. Our Primary students demonstrate their unique talents by expanding on the core curriculum to include activities, opportunities and programs not available within the national curriculum. The program is characterised by handson learning activities that inspire creativity, critical thinking and collaboration.
18
Iona College
And of course, Iona’s world-class facilities and resources are all on campus to ensure every student has what he needs to reach his full potential – wherever his passion lies. By beginning their Iona journey at the first step, our Primary students are immediately immersed in a wonderful, nurturing environment where they can add their chapter to a continuing story stretching back to 1957. They become a member of a passionate community of Iona Old Boys that will be a support network for the rest of their lives.
Middle Years YEARS 7 AND 8 Students in Years 7 and 8 study a broad curriculum and teachers at Iona College foster strong relationships with students and families. Hands on, problem-based learning is encouraged and technology is used to enhance creativity across a range of learning areas including robotics, visual art, science, music and industrial design and technology. YEAR 9 In Year 9, students experience their first elective model. This is a turning point for students as they move towards the end of compulsory years of education. Core subjects in Year 9 include: Religious Education, Mathematics. English, Science and Humanities and Social Sciences (HASS). Students can select three electives from a wide range of subjects, including STEM, Marine Studies, Commerce, Art and Film, Japanese, Aerospace, Industrial Technology, Design and many more.
RELIGIOUS EDUCATION
HISTORY
ART AND FILM
DIGITAL TECHNOLOGIES
INDUSTRIAL TECHNOLOGY
LIFE SCIENCE
ENGLISH
HEALTH AND PHYSICAL EDUCATION
AEROSPACE
DESIGN
MATHEMATICS
COMMERCE
DRAMA
JAPANESE
MUSIC
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHS
MARINE STUDIES
PHYSICAL SCIENCE
ENGINEERING
Annual Report 2025
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Senior Years In Years 10, 11 and 12, all students complete an English and Mathematics program of study. In addition, Iona College students complete a Catholic Studies program that puts faith into action. Our students participate in activities such as cleaning graves at Hemmant Cemetery and reading to students at local primary schools to shape a life of service beyond Year 12. We support students who wish to pursue and achieve an ATAR for tertiary study, and annually enjoy a wonderful success rate of students accessing their first-choice preferences.
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Iona College
Similarly, students wishing to pursue SchoolBased Apprenticeships or vocational pathways receive guidance and support throughout the process. It is our inclusivity and diversity that allows our College to remain the vibrant and positive environment of which we are proud. Academic success and intellectual and human development are linked with involvement and therefore, in addition to focusing on their studies, we encourage our students to participate in and make a contribution to the religious life and co‑curricular activities of the College.
Inclusive education Iona provides a nurturing environment for students who require a higher level of support for learning assistance. Dedicated staff work closely with students and their parents to identify strengths, specific needs and areas of concern and develop a program that encourages learning and helps to maximise ability. This is achieved through collaboration with classroom teachers, differentiated activities, scaffolding for assessment and support with social and emotional needs. Each of these empowers students on their journey to become independent learners. ENRICHMENT PROGRAMS Identified students are invited to be part of Iona’s dynamic extension programs. Students are challenged and extended within classroom as well as in a range of activities and external competitions. Our enrichment program in Years 5 and 6 expands upon the core curriculum to include activities, opportunities and programs not available within the national curriculum units. Based on units in the arts, robotics, science and technology, the timetabled program is characterised by hands-on learning activities that inspire critical and creative thinking, opportunities for students to investigate problems and modes of participation that foster originality and imagination. Students in Years 9 and 10 with an interest and ability in the sciences can participate in a range of programs, including Iona’s Robotics Program, with teams participating in the Robocup Junior Australia competition at state and national level. Aspiring mathematicians are given opportunities to compete with the best in Australia, participate in courses, and study in advance of their age groups. Iona’s Creative and Visual Arts Program develops creative and critical thought processes by providing students with a vehicle to explore and develop their creativity.
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Iona College
WELLBEING
P
POSITIVITY
R
RESILIENCE
O
OUTCOMES
S
STRENGTHS
The Positive Education model developed for Iona outlines seven specific areas - PROSPER.
P
PURPOSE AND MEANING
VISIBLE WELLBEING
E
ENGAGEMENT
R
RELATIONSHIPS AND RESPECT
Wellbeing at Iona College is based on the Positive Education model to encourage and support students and staff to flourish. The program delivered to students focuses on specific skills that will assist them to strengthen their relationships, build positive emotions, enhance personal resilience, promote mindfulness, and encourage a healthy lifestyle.
Developed by Professor Lea Waters from the University of Melbourne, a worldleading researcher and practitioner in the field of positive psychology, Visible Wellbeing combines the science of wellbeing with the science of learning. Visible Wellbeing is not a set curriculum, it is a flexible approach which can be applied across any subject matter, and in all contexts – Primary, Secondary, and in the staff room. Visible Wellbeing is our approach to creating resilient, happy and successful young men by being intentionally aware of their own wellbeing and the wellbeing of others. BULLYING / HARASSMENT Bullying / harassment is any behaviour which hurts, threatens or frightens a person. It can be expressed physically, verbally, or through social behaviour. Some bullying / harassment is unlawful. ALL bullying / harassment is unacceptable. Everyone has rights. Students at Iona have the right to feel safe and comfortable, and for their property to be safe. Students have the right to travel to and from the College feeling safe, to be treated with courtesy and respect, and to learn. At Iona, we expect everyone to be treated with respect and dignity. We do not tolerate bullying or harassment in any form.
Annual Report 2025
25
Students
Attendance rates YEAR 5
94.79%
YEAR 9
91.53%
YEAR 6
93.60%
YEAR 10
88.68%
YEAR 7
92.93%
YEAR 11
92.83%
YEAR 8
89.81%
YEAR 12
88.18%
AVERAGE STUDENT ATTENDANCE RATE: 91.54%
Average student attendance rates are calculated by identifying the number of full school days attended by all enrolled students, divided by the number of school days able to be attended by all enrolled students. Non-attendance is managed in accordance with the College’s Student Attendance Policy. There is an expectation that parents / caregivers will notify the College via ICON or phone if their child is absent on a particular day. This is recorded electronically. Parents have access to this information via our student management system.
Academic results IONA COLLEGE’S 2025 NAPLAN BENCHMARK DATA PERCENTAGE OF STUDENTS ACHIEVING A STRONG OR EXCEEDING PROFICIENCY FOR IONA COLLEGE 2025 NAPLAN
WRITING
SPELLING
READING
GRAMMAR AND PUNCTUATION
NUMERACY
YEAR 5
50.3%
61.1%
72%
57.2%
73.9%
YEAR 7
61.9%
74.1%
63.8%
62.5%
74.6%
YEAR 9
59.2%
73.6%
54.3%
54.4%
71.8%
The NAPLAN Measurement Scale reports student achievement in NAPLAN against four (4) levels of proficiency: • • • •
Exceeding Strong Developing Needs Additional Support
This replaced the previous numerical NAPLAN bands and National Minimum Standards.
Student retention rates There are a number of considerations required when providing any analysis of apparent retention rate trends, particularly at the school level. Apparent retention rates take no account of a range of factors that may be important characteristics of a particular school, such as: •
30
Part-time students completing Year 12 with full‑time equivalent of less than 1.0 at the school (such as students engaging in alternative pathways) are excluded from the calculation. For schools, this leads to potentially low apparent retention rates, which may be misleading.
Iona College
•
Repeating students and mature age students are included in the calculation. For schools with significant numbers of these students, the apparent retention rates are potentially misleadingly high.
•
Intrastate and interstate student transfers also impact on apparent school retention rates, and need to be considered when providing comments on school rates.
•
Support the school offers students to pursue their pathways via means other than full-time schooling.
FINAL YEAR
ENROLMENT AT YEAR 10
ENROLMENT AT YEAR 12
YEAR 10-12 APPARENT RETENTION RATE
2012
194
176
90.7%
2013
181
170
93.9%
2014
206
198
96.1%
2015
199
181
91.0%
2016
206
197
96.0%
2017
208
200
96.2%
2018
206
198
96.1%
2019
157
140
89.2%
2020
206
202
98.0%
2021
215
206
95.8%
2022
203
184
90.6%
2023
238
212
89.1%
2024
227
217
95.5%
2025
270
253
93.7% Annual Report 2025
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School Performance Reporting 2022-2025
NUMBER OF STUDENTS AWARDED A QCIA
NUMBER OF STUDENTS AWARDED A QCE AT THE END OF YEAR 12
NUMBER OF STUDENTS AWARDED ONE OR MORE VET QUALIFICATIONS NUMBER OF STUDENTS WHO ARE COMPLETING OR COMPLETED A SCHOOL-BASED APPRENTICESHIP OR TRAINING NUMBER OF STUDENTS WHO RECEIVED AN ATAR NUMBER OF STUDENTS WHO DID NOT RECEIVE ONE OR MORE OF THE FOLLOWING: OP, QCE, QCIA, IBD, VET QUALIFICATION PERCENTAGE OF ATAR-ELIGIBLE STUDENTS WHO RECEIVED AN ATAR OF 85+
PERCENTAGE OF ATAR-ELIGIBLE STUDENTS WHO RECEIVED AN ATAR OF 75+ PERCENTAGE OF YEAR 12 STUDENTS WHO ARE COMPLETING OR COMPLETED A SAT, OR WERE AWARDED ONE OR MORE OF THE FOLLOWING: QCE, IBD, VET QUALIFICATION PERCENTAGE OF QTAC APPLICATIONS RECEIVING AN OFFER PERCENTAGE OF STUDENTS OFFERED THEIR FIRST OR SECOND QTAC APPLICATION PREFERENCE
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Iona College
2022
2023
2024
2025
0
0
0
0
183
212
216
250
108
123
107
139
13
29
15
14
127
135
138
138
1
0
1
1
35%
42%
45.7%
43.4%
53%
67%
69.6%
66.9%
99.50%
100%
99.5%
99.6%
97%
93%
100%
96%
92%
83%
87.5%
86%
Annual Report 2025
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Staff
College staff As educators, all staff at Iona believe in, and embrace, lifelong learning as a personal and professional responsibility. The main goal of this practice is to increase student learning by facilitating and promoting improved teaching and learning practices through the identification of staff and student needs, and the provision of appropriate learning / training experiences. Iona has a structured program of Professional Development in place to ensure that teaching staff are best able to maintain and implement desired curriculum, co-curricular and pastoral care programs, and ancillary staff provide a skilled, safe and helpful support service to enhance the learning and physical environment for students. In addition, significant amounts of time and money are committed to other important aspects of the teaching and learning process:
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Iona College
•
Australian Curriculum development and writing of units, Queensland Curriculum and Assessment Authority‑specific training for teachers involved in monitoring and reviewing Years 11 and 12 results, and the new Queensland Certificate of Education courses.
•
Small professional development teams to implement different teaching approaches and improve on classroom practice through collaboration, discussion and feedback. Staff have been able to choose internal areas of growth for professional development and work on an area personally identified.
•
Feedback is a focus of Iona’s professional development. Teachers attend workshops, and then provided a summary of the skills they have learned. Iona has then developed seminars based on this aspect of our teaching. Feedback from students on teaching has also been developed throughout the year.
•
Religious Education accreditation is an important aspect of teaching in a Catholic school, and all teaching staff receive annual training to ensure they understand and support the Catholic ethos and practise the tenets of the Christian faith in all their interactions with staff and with the boys.
•
Ongoing professional development on the use of technology has been identified as a priority throughout the College. Some of this professional development has occurred during scheduled time and there has been an increase in staff volunteering to work outside of class time.
•
Other professional development examples also include first aid and sporting qualifications, workplace health and safety requirements, annual fire safety and training regarding student welfare and protection.
NON-TEACHING & OTHER PROFESSIONAL STAFF HEADCOUNT (AS AT AUGUST 2025 CENSUS)
STAFF ATTENDANCE
ADMINISTRATIVE & CLERICAL: BUILDING / OPERATIONS: SPECIALIST SUPPORT:
55 32 25
TEACHING STAFF HEADCOUNT (THROUGHOUT 2025):
147
Average time lost to illness represents an attendance rate of approximately 95.39% per teacher for the school year. STAFF RETENTION In 2025, 133 of 146 teaching staff continued at Iona - a retention rate of 91.09% - including short-term contracts to cover staff absences.
PROFESSIONAL DEVELOPMENT
INDIGENOUS STAFF
In 2025, Iona College spent $186,736 on staff participation in professional development.
The College employed one Indigenous staff member in 2025.
Annual Report 2025
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Co-curricular
Music Music is a significant part of Iona life not just for the students who participate in the music program but for the entire school. All boys are encouraged to sing and participate fully at our College Masses and music often features during our College assemblies. We also have a very strong academic music program with many boys electing to study music in their senior years. Giving your son the opportunity to learn an instrument or singing here at the College is a great way of helping him develop important lifelong skills which he will use every day for the rest of his life. Students have a range of opportunities depending on the musical discipline they learn. In some cases, a new student may need a few focused lessons before attending their first ensemble rehearsal however, this is always at the discretion of the Head of Instrumental Music. It is our aim to have all new students in an ensemble as soon as possible following their enrolment in the music program. Your son will have the opportunity to choose from the following instrumental and vocal options:
VOICE FLUTE OBOE CLARINET BASS CLARINET SAXOPHONE VIOLIN VIOLA CELLO DOUBLE BASS TRUMPET FRENCH HORN TROMBONE EUPHONIUM BARITONE TUBA GUITAR BASS GUITAR PERCUSSION
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Iona College
Speech and performance Public Speaking is aimed at helping students develop skills such as communication, leadership and confidence through participating in a range of local, state, national and international competitions. Debating is a structured method of presenting a point of view developing lifelong skills which include effective teamwork, focused research, critical analysis, case structuring, purposeful rebutting and general public speaking ability. Boys across Years 8-12 participate in debating at Iona and are coached on a weekly basis. It is an area of activity which encourages intellectual exchange and allows students to develop confidence and creativity. Drama and theatre production continue to flourish at Iona, with the annual College Production held at our world-class, 500‑seat Iona Performing Arts Centre in front of sold‑out seasons a major point of celebration in College life. Iona encourages participation from boys in all year levels and of all levels of ability, including areas of visual design, front‑of‑house, promotional and technical production. Sound guidance in these areas is given by experienced and knowledgeable staff and Old Boys.
Annual Report 2025
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Sport Iona is fortunate to be able to offer so many sporting opportunities for our students, with world-class facilities all located on our campus at Lindum. Iona currently offers nearly 20 different sports so that every student can further develop their passion, or explore a new one. Aside from the traditional sports like swimming, athletics, cricket, the four football codes, basketball and volleyball, Iona also provides students with the opportunity to compete in golf, sailing, mountain biking, cross country, chess and E-sports to cater to all sporting appetites. Iona College is one of eight member schools of the Associated Independent Colleges (AIC) sports association. The AIC association provides an excellent level of sports competition across a variety of sports for students from Years 5-12. Iona’s expansive campus gives us the luxury of having all of our facilities onsite, meaning less commuting time and greater safety for students. At full capacity, Iona is capable of hosting six football / rugby games, six games of tennis, six basketball games (three indoors), a swimming carnival and a cricket nets session for eight batters – all at the same time. Thanks to a national award-winning partnership with the AFL, our fields at St Eugene’s Park are now floodlit, increasing capacity and community engagement. Our main indoor arena, The Provence Centre has seating for 2500 spectators that can retract to reveal a running track for indoor training. Iona has hosted many professional sports teams for training at our facilities, which include our commercial-standard gymnasium, and has hosted Hostplus Cup premiership matches in the Queensland Rugby League competition. Iona is also partners with NRL powerhouse the Sydney Roosters, and our campus is home to the Sydney Roosters Queensland Academy, offering genuine pathway opportunities for talented local players.
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Iona College
Sports on offer at Iona College: AFL BASKETBALL CHESS CRICKET CROSS COUNTRY E-SPORTS FOOTBALL / SOCCER GOLF MOUNTAIN BIKING RUGBY LEAGUE RUGBY UNION SAILING SWIMMING TENNIS TOUCH FOOTBALL TRACK AND FIELD VOLLEYBALL WATER POLO
Facilities The local mums and dads who dug trenches, cleared fields and repaired buildings in the College’s foundation years not only built a school, but built a culture of hard work, faith, loyalty and community that remains at the core of who we are to this day. Simultaneously, they were laying the foundations for the world-class campus Iona is privileged to share with our community today. Our aeronautics facility, marine biology laboratories, world-class music, drama and creative arts precincts, and modern and tech-focused classrooms serve current students with the opportunity to follow their dreams – wherever their passion lies.
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Iona College
Iona’s new Tempier Building, with new, ultramodern classrooms and facilities, will be the latest addition to the Iona campus, with construction to begin in 2026. Our 2500-seat indoor stadium, The Provence Centre, our seven rugby and football ovals, our MCG-sized AFL oval, gymnasium, swimming pool and our many other facilities are all world-class and all on campus at Lindum. Iona’s outstanding facilities ensure every student is given the opportunity to meet their full potential – and serve as a tribute to those who converted our original farmhouse into two basic classrooms 65 years ago, the men and women who literally rolled up their sleeves to create a better future for their sons.
Parental involvement Built by our community, for our community. All Ionians share the sense of belonging and support that comes with being a part of a genuine College community. This support network is a key pillar of College life. The educational journey of all Iona students is a collaboration between the student, his family, the College and our staff. All families are expected to be dynamic participants in their son’s education, and there are many direct methods where parents and caregivers can be actively involved in a student’s Iona journey.
Through term reports, student progress meetings, subject selection meetings (Years 9-12) and open communication channels with teachers, Heads of House and Heads of Faculty, families are able to contribute greatly to their son’s academic career. Additionally, families are encouraged to participate in the Iona Parents & Friends Association, which is a major contributor to College life. As well as being a support network for our families, especially new Ionians, through events like the annual Welcome BBQ, the Iona P&F work hard on fundraising to sponsor important programs and activities like our therapy dog program to benefit every Ionian.
Annual Report 2025
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Enrolment Iona College is committed to building a community that provides an Oblate-inspired, Catholic-centred education for boys. We seek to enrol students and their families who wish to help build such a community. We are proud of our tradition of welcoming families from diverse educational, cultural and religious backgrounds. At Iona, our formal intake years are Year 5 and Year 7. Entry into other year levels is subject to availability at the time of enquiry.
ENROLMENT ENQUIRIES
Enrolment applications are invited two years prior to preferred entry. Each year, after the closing date for enrolments, the relevant applications will be assessed and enrolment interviews organised with families. All families who submit enrolment applications by the closing date will be invited to attend an enrolment interview.
ENROL NOW
Julia Christensen Enrolments and Relationships Manager E: christensenj@iona.qld.edu.au P: 07 3893 8888 (general) Georgia Rose Enrolments and Relationships Officer E: roseg@iona.qld.edu.au P: 07 3893 8888 (general)
BOOK A TOUR
GENERAL ENQUIRIES Iona College E: admin@iona.qld.edu.au P: (07) 3893 8888 85 North Road, Lindum QLD 4178 PO Box 351, Wynnum Central QLD 4178
VISIT THE WEBSITE
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Next Step 2026 Post-School Destinations Iona College (Lindum) This is a summary of the post-school destinations of students from Iona College (Lindum) who completed Year 12 and gained a Senior Statement in 2025. The results are from the Year 12 Completers Survey, which is conducted approximately six months after students completed Year 12.
For more information about the survey visit the Next Step website www.qld.gov.au/nextstep. Regional and statewide reports will be available from October 2026. 66.9% response rate 168 out of 251 Year 12 completers from this school responded to the 2026 survey. Results may not be representative of all Year 12 completers at this school. Post-school destinations In 2026, 95.2% of Year 12 completers from Iona College (Lindum) were engaged in education, training or employment in the year after they completed school. Of the 168 respondents, 83.3% continued in education and training. The most common study destination was bachelor degree.
A further 11.9% transitioned directly into paid employment only.
All Year 12 completers were assigned to a main destination. Respondents who were both studying and working are reported as being in education or training, including apprentices and trainees.
Next Step 2026 Year 12 completers survey Post-school destinations of Year 12 completers from 2025
Iona College (Lindum)
Introduction This detailed Next Step report belongs to your school and can be used for school planning. It provides information about Year 12 completers’ transitions into further education, training and employment approximately six months after completing school. The results are from the Department of Education’s Next Step – Year 12 Completers survey, which attempts to contact all Year 12 completers from state, Catholic or independent schools in Queensland. Post-school destinations are influenced by the transitioning environment, which can limit the options available to young people. Low response rates may not give an accurate summary of the cohort’s destinations. This report has not been publicly released. It is recommended that schools do not publicly release their detailed Next Step report as it may contain sensitive information. A one-page summary report has also been provided, which is suitable for public release.
Find out more Visit the Next Step website www.qld.gov.au/nextstep for more information on the survey, view the statewide report or create a custom report using report builder, which will be updated in October 2026.
Survey response rate
66.9%
(168 out of 251 Year 12 completers)
Decreased by 7.4 percentage points since 2022. Results may not be representative of all Year 12 completers from this school.
Response rate over time
School's response rate compared with SA4 region and state
2026 Year 12 Completers Survey: Iona College (Lindum) (5295)
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Post-school engagement Year 12 completers from Iona College (Lindum) have been categorised by their engagement in education, employment or training. Survey respondents who are both working and studying are included in education and training. Apprentices and trainees are required to undertake a study component to their qualification so are also considered to be in education and training. Engagement in education, employment or training
95.2% engaged in education, employment or training 83.3% in education or training
11.9%
Of the 168 respondents, 83.3% continued in education or training. The most common study destination was bachelor degree.
A further 11.9% transitioned directly into paid employment only.
in employment only
4.8% not in education, employment or training
There were 4.8% of respondents not engaged in education, employment or training, with 1.8% seeking work.
Engagement over time In education or training
In employment only
Not in education, employment or training
In education or training
In employment only
Not in education, employment or training
How does your school compare?
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Main destination This section examines the post-school destinations of survey respondents from Iona College (Lindum) in 2026. All Year 12 completers were assigned to a main destination. This categorisation system prioritises education-related destinations over other destinations. For example, Year 12 completers who were both studying and working are reported as studying for their main destination (see Appendix 2). 5.4% of respondents deferred a tertiary offer and are reported in their current post-school destination in this report.
Main destination Main destination
Total number
%
Bachelor Degree
89
53.0
VET Certificate IV+
10
6.0
VET Certificate III
0
0.0
VET Certificate I–II/other
2
1.2
Apprenticeship
38
22.6
Traineeship
1
0.6
Full-time employment
9
5.4
Part-time employment
11
6.5
Seeking work
3
1.8
NILFET*
5
3.0
168
100.0
Total
*NILFET: Not in the labour force, education or training.
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Main destinations over time Main destination
2022
2023
2024
2025
2026
no.
%
no.
%
no.
%
no.
%
no.
%
Bachelor Degree
77
50.3
62
50.0
88
49.4
82
46.9
89
53.0
VET Certificate IV+
8
5.2
8
6.5
9
5.1
8
4.6
10
6.0
VET Certificate III
4
2.6
0
0.0
2
1.1
1
0.6
0
0.0
VET Certificate I–II/other
1
0.7
2
1.6
5
2.8
3
1.7
2
1.2
Apprenticeship
23
15.0
19
15.3
33
18.5
28
16.0
38
22.6
Traineeship
6
3.9
1
0.8
4
2.2
0
0.0
1
0.6
Full-time employment
13
8.5
11
8.9
11
6.2
25
14.3
9
5.4
Part-time employment
15
9.8
20
16.1
20
11.2
23
13.1
11
6.5
Seeking work
4
2.6
0
0.0
4
2.2
4
2.3
3
1.8
NILFET
2
1.3
1
0.8
2
1.1
1
0.6
5
3.0
Total
153
100.0
124
100.0
178
100.0
175
100.0
168
100.0
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Main destinations of subgroups Main destination for students who completed a VET qualification in school (VETiS) There were 85 respondents who completed a VETiS. Main destination
VETiS
non-VETiS
Total
number
%
number
%
number
%
Bachelor Degree
25
29.4
64
77.1
89
53.0
VET Certificate IV+
7
8.2
3
3.6
10
6.0
VET Certificate III
0
0.0
0
0.0
0
0.0
VET Certificate I–II/other
2
2.4
0
0.0
2
1.2
Apprenticeship
34
40.0
4
4.8
38
22.6
Traineeship
0
0.0
1
1.2
1
0.6
Full-time employment
7
8.2
2
2.4
9
5.4
Part-time employment
7
8.2
4
4.8
11
6.5
Seeking work
1
1.2
2
2.4
3
1.8
NILFET
2
2.4
3
3.6
5
3.0
Total
85
100.0
83
100.0
168
100.0
Main destination for students who participated in a school-based apprenticeship or traineeship (SAT) There were 7 respondents who participated in a SAT. Main destination
SAT
non-SAT
Total
number
number
number
%
Bachelor Degree
0
89
89
53.0
VET Certificate IV+
0
10
10
6.0
VET Certificate III
0
0
0
0.0
VET Certificate I–II/other
0
2
2
1.2
Apprenticeship
7
31
38
22.6
Traineeship
0
1
1
0.6
Full-time employment
0
9
9
5.4
Part-time employment
0
11
11
6.5
Seeking work
0
3
3
1.8
NILFET
0
5
5
3.0
Total
7
161
168
100.0
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Main destination for students who received an Australian Tertiary Admission Rank (ATAR) or International Baccalaureate Diploma (IBD) There were 125 respondents who received an ATAR or IBD. Main destination
ATAR or IBD
Not ATAR or IBD
Total
number
%
number
%
number
%
Bachelor Degree
88
70.4
1
2.3
89
53.0
VET Certificate IV+
6
4.8
4
9.3
10
6.0
VET Certificate III
0
0.0
0
0.0
0
0.0
VET Certificate I–II/other
1
0.8
1
2.3
2
1.2
Apprenticeship
11
8.8
27
62.8
38
22.6
Traineeship
1
0.8
0
0.0
1
0.6
Full-time employment
5
4.0
4
9.3
9
5.4
Part-time employment
7
5.6
4
9.3
11
6.5
Seeking work
2
1.6
1
2.3
3
1.8
NILFET
4
3.2
1
2.3
5
3.0
Total
125
100.0
43
100.0
168
100.0
Main destination for Aboriginal and Torres Strait Islander students There were 5 respondents who identified as Aboriginal and Torres Strait Islander peoples. Main destination
Aboriginal Neither and Torres Aboriginal nor Strait Torres Strait Islander Islander
Total
number
number
number
%
Bachelor Degree
1
88
89
53.0
VET Certificate IV+
0
10
10
6.0
VET Certificate III
0
0
0
0.0
VET Certificate I–II/other
0
2
2
1.2
Apprenticeship
2
36
38
22.6
Traineeship
0
1
1
0.6
Full-time employment
1
8
9
5.4
Part-time employment
0
11
11
6.5
Seeking work
1
2
3
1.8
NILFET
0
5
5
3.0
Total
5
163
168
100.0
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Education and training This section examines the education and training destinations and includes Bachelor Degree, VET Certificate IV+, VET Certificate III, VET Certificate I-II/other, Apprenticeship and Traineeship main destinations.
83.3%
140 out of 168 Year 12 completers from Iona College (Lindum) continued in education or training in 2026.
14.9%
25 Year 12 completers from Iona College (Lindum) were enrolled in a double degree, combining two bachelor degrees into a single course of study.
What are they studying? Study field (broad) by level of study Bachelor Degree Study field*
Other
Total
number
%
number
%
number
%
Engineering And Related Technologies
27
30.3
22
43.1
49
35.0
Architecture And Building
7
7.9
15
29.4
22
15.7
Health
21
23.6
1
2.0
22
15.7
Management And Commerce
14
15.7
3
5.9
17
12.1
Information Technology
9
10.1
1
2.0
10
7.1
Natural And Physical Sciences
10
11.2
0
0.0
10
7.1
Society And Culture
8
9.0
1
2.0
9
6.4
Creative Arts
5
5.6
1
2.0
6
4.3
Education
3
3.4
1
2.0
4
2.9
Agriculture, Environmental And Related Studies
3
3.4
0
0.0
3
2.1
Food, Hospitality And Personal Services
0
0.0
1
2.0
1
0.7
Other
0
0.0
5
9.8
5
3.6
** 89
—
51
100.0
** 140
—
Total (students)
Field of study categories based on the Australian Standard Classification of Education. Bachelor Degree includes Bachelor Degree, Bachelor (Honours) Degree, Master Degree and Doctoral Degree, in addition to apprentices and trainees who said they were studying at one of these levels of study. Other includes Associate Degree, Advanced Diploma, Diploma, VET Certificate levels I - IV and unknown level of study. *Both Fields of study have been included for 18 students enrolled in a double degree in more than one broad field. **Total number of students is less than combined total of all study fields.
2026 Year 12 Completers Survey: Iona College (Lindum) (5295)
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Study field (narrow) by level of study Bachelor Degree Study field*
Other
Total
number
%
number
%
number
%
Building
5
5.6
15
29.4
20
14.3
Electrical and Electronic Engineering and Technology
1
1.1
16
31.4
17
12.1
Other Engineering and Related Technologies
16
18.0
1
2.0
17
12.1
Business and Management
8
9.0
3
5.9
11
7.9
Other Health
8
9.0
0
0.0
8
5.7
Rehabilitation Therapies
8
9.0
0
0.0
8
5.7
Mechanical and Industrial Engineering and Technology
6
6.7
1
2.0
7
5.0
Nursing
5
5.6
1
2.0
6
4.3
Other Information Technology
5
5.6
1
2.0
6
4.3
Other Natural and Physical Sciences
5
5.6
0
0.0
5
3.6
Civil Engineering
2
2.2
2
3.9
4
2.9
Computer Science
4
4.5
0
0.0
4
2.9
Architecture and Urban Environment
3
3.4
0
0.0
3
2.1
Behavioural Science
3
3.4
0
0.0
3
2.1
Communication and Media Studies
3
3.4
0
0.0
3
2.1
Environmental Studies
3
3.4
0
0.0
3
2.1
Mathematical Sciences
3
3.4
0
0.0
3
2.1
Other Management and Commerce
3
3.4
0
0.0
3
2.1
Teacher Education
3
3.4
0
0.0
3
2.1
Accounting
2
2.2
0
0.0
2
1.4
Aerospace Engineering and Technology
2
2.2
0
0.0
2
1.4
Banking, Finance and Related Fields
2
2.2
0
0.0
2
1.4
Biological Sciences
2
2.2
0
0.0
2
1.4
Economics and Econometrics
2
2.2
0
0.0
2
1.4
Graphic and Design Studies
2
2.2
0
0.0
2
1.4
Manufacturing Engineering and Technology
2
2.2
0
0.0
2
1.4
Automotive Engineering and Technology
0
0.0
1
2.0
1
0.7
Justice and Law Enforcement
1
1.1
0
0.0
1
0.7
Law
1
1.1
0
0.0
1
0.7
Maritime Engineering and Technology
0
0.0
1
2.0
1
0.7
Other
3
3.4
9
17.6
12
8.6
** 89
—
51
100.0
** 140
—
Total (students)
Field of study categories based on the Australian Standard Classification of Education. Bachelor Degree includes Bachelor Degree, Bachelor (Honours) Degree, Master Degree and Doctoral Degree, in addition to apprentices and trainees who said they were studying at one of these levels of study. Other includes Associate Degree, Advanced Diploma, Diploma, VET Certificate levels I - IV and unknown level of study. *Both fields of study have been included for 24 students enrolled in a double degree in more than one narrow field. **Total number of students is less than combined total of all study fields.
2026 Year 12 Completers Survey: Iona College (Lindum) (5295)
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Where are they studying? Study institution Total Institution name
number
%
Queensland University of Technology
49
35.0
Griffith University
16
11.4
The University of Queensland
15
10.7
Australian Catholic University
13
9.3
TAFE Queensland SkillsTech
13
9.3
TAFE Queensland Greater Brisbane
11
7.9
Other private training college
6
4.3
Other/Unspecified Queensland TAFE
6
4.3
MEGT
2
1.4
Other institution
2
1.4
University of Southern Queensland
2
1.4
Axial Training
1
0.7
Blue Dog Training
1
0.7
Central Queensland University (TAFE program)
1
0.7
TAFE Queensland Darling Downs and South West
1
0.7
University of the Sunshine Coast
1
0.7
140
100.0
Total
How are they studying?
68.6%
70.0%
90.0%
studying at university
studying full-time
combining study with paid employment
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Employment (total) This section examines the labour market outcomes for Year 12 completers from Iona College (Lindum).
86.9%
146 out of 168 Year 12 completers were in paid employment in 2026. This figure includes 20 who were only working and 126 who were both working and studying.
What jobs are they doing? Occupation Total Occupational unit group
number
%
Sales Assistants (General)
21
14.4
Electricians
15
10.3
Carpenters and Joiners
9
6.2
Postal and Delivery Workers
8
5.5
Plumbers (General)
7
4.8
Bar Attendants
6
4.1
Food Preparation Assistants
6
4.1
Sommeliers and Waiters
5
3.4
Hospitality Supervisors
4
2.7
Other Sales Support Workers
4
2.7
Storepersons and Warehouse Supervisors
4
2.7
Construction and Demolition Labourers
3
2.1
General Clerks
3
2.1
Packers
3
2.1
Shelf Fillers
3
2.1
Academic Tutors (Private Tuition)
2
1.4
Air Conditioning and Refrigeration Technicians
2
1.4
Automotive Technicians (General)
2
1.4
Baristas
2
1.4
Cafe, Restaurant and Catering Managers
2
1.4
Disability Support Workers and Team Leaders
2
1.4
Fast Food Cooks
2
1.4
Freight and Furniture Handlers
2
1.4
Materials and Chemical Process Workers
2
1.4
Other Miscellaneous Labourers
2
1.4
Out of School Hours Care Educators
2
1.4
Accountants and Corporate Treasurers
1
0.7
Other
22
15.1
Total
146
100.0
Occupation category based on the Occupation Standard Classification for Australia (OSCA).
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What industry are they working in? Industry Total Industry
number
%
Accommodation & Food Services
41
28.1
Construction
36
24.7
Retail Trade
26
17.8
Manufacturing
9
6.2
Other Services
6
4.1
Arts & Recreation Services
5
3.4
Health Care & Social Assistance
5
3.4
Transport, Postal & Warehousing
5
3.4
Education & Training
4
2.7
Information Media & Telecommunications
3
2.1
Professional, Scientific & Technical Services
2
1.4
Public Administration & Safety
2
1.4
Administrative & Support Services
1
0.7
Wholesale Trade
1
0.7
146
100.0
Total
Industry categories are based on the Australian and New Zealand Standard Industrial Classification (ANZSIC).
How are they working?
34.9%
86.3%
54.8%
working full-time
combining work with further study
employed on a casual basis
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Not in Education, Employment, or Training (NEET) This section examines the reasons why Year 12 completers from Iona College (Lindum) were not engaged in education, employment or training.
4.8%
8 out of 168 Year 12 completers were not engaged in education, employment or training at the time of the survey.
Why are they not studying? Main reason for not studying Main reason
Total number
Wanted a break from study
2
Don't meet the entry criteria for the program I want to do
1
Going into, or already in, the armed services
1
Waiting for course/training to begin
1
Other
3
Total
8
Have they had work since school?
37.5%
3 out of 8 Year 12 completers were not working or studying at the time of the survey, but had paid employment at some time since finishing school.
Main reason for stopping previous job Main reason
Total number
Travel/overseas
2
Was only a temporary/seasonal job
1
Total
3
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Are they seeking work?
37.5%
3 out of 8 Year 12 completers were not working or studying at the time of the survey, but were seeking work.
Main reason unsuccessful getting a job Main reason
Total number
I turned 18 - younger workers are cheaper
1
Not trying very hard
1
Only just started looking for a job
1
Total
3
Why are they not seeking work?
62.5%
5 out of 8 Year 12 completers were not working or studying at the time of the survey and were not seeking work, also known as NILFET.
Main reason not looking for a job Main reason
Total number
Accepted a job that will start at a later date
1
Travel
1
Other
3
Total
5
Where to from here?
37.5%
12.5%
25.0%
taking a gap year
deferred a place at university
waiting for work or study to commence
2026 Year 12 Completers Survey: Iona College (Lindum) (5295)
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Appendices Appendix 1 – Acronyms and initialisms ATAR DW IBD NA NILFET SAT TAFE VET
Australian Tertiary Admission Rank Data withheld International Baccalaureate Diploma Not applicable Not in the labour force, education or training School-based apprenticeships and traineeships Technical and further education Vocational Education and Training
Appendix 2 – Explanatory notes Main destination A structured hierarchy of study and labour force destinations for Year 12 completers, who were assigned to categories as follows: · students were assigned to the relevant higher education or VET category, even if they were also employed · apprentices and trainees were assigned to their respective category and classified as education and training since their training involves study · those assigned to a labour force category (employed or seeking work) were not also undertaking study · those who were not studying and not in the labour force (not employed and not seeking work) were categorised as NILFET. Main destination categories Education or training – higher education Bachelor Degree*
Studying at Bachelor Degree level (including Honours), or higher.
Education or training – VET categories VET Certificate IV+*
Studying at Certificate IV, Diploma, Advanced Diploma or Associate Degree level (excluding apprentices and trainees).
VET Certificate III*
Studying at Certificate III level (excluding apprentices and trainees).
VET Certificate I–II/other*
Studying at Certificate I or II level (excluding apprentices and trainees). This category also includes students in an unspecified VET course, other basic course (e.g. short course) and unknown course level.
Apprenticeship*
Employment-based apprenticeship.
Traineeship*
Employment-based traineeship.
Employment only Full-time employment
Working full-time (35 hours or more per week) and not in an education or training category. This includes people with multiple part-time or casual jobs that total 35 hours or more.
Part-time employment
Working part-time or casual (fewer than 35 hours per week) and not in an education or training category.
Not in education, employment or training (NEET) Seeking work
Looking for work and not in an education or training category.
NILFET
Not in education or training, not working and not seeking work.
*Some respondents may also be in employment or seeking work.
More information For more information about terms and categorisations used in this report, view the research method section of the Next Step website www.qld.gov.au/nextstep
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