Learning and Teaching

Goals & Intended Outcomes

Develop and embed a culture of collaborative and reflective professional practice characterised by transparency, collegiality, high expectations and high support by:

• Creating and sourcing opportunities aimed at developing teacher collective efficacy

• Progressing a common understanding of what high quality teaching and learning looks like at MCC

Maximise student engagement and growth across the spiritual, physical, social-emotional, academic and cognitive domains by:

• Leveraging and renewing existing structures and processes to drive improvement in student growth

• Further developing data literacy and the use of data to drive practice

Achievements

The College provided the academic curriculum programs at Years 7-10 through the Middle Years Framework of the International Baccalaureate (MYP), which draws content across the years of learning from the Victorian Curriculum. Students graduate from their final year with either the Victorian Certificate of Education or the Victorian Certificate of Applied Learning and can take vocational education and training subjects within each certificate.

2022 began with the transition back to on-site learning following two previous years of predominately remote learning. Students and teachers adjusted to the continued disruptions that mandatory quarantine periods had upon consistent on-site learning by maximising the use of the College’s Learning Management System, Canvas, to ensure continuity of learning for all students.

Opportunities for students to participate in camps and excursions re-emerged and ensured academic and pastoral learning could be applied in real-life contexts.

A full program of semester-based exams, Grade 6 General Abilities Testing, Years 7-10 PAT-R and PAT-M testing and Years 7 and 9 online NAPLAN testing all occurred throughout 2022, providing a range of data by which staff could use to triangulate and target cohort and individual learning needs.

The College continued to develop practices and processes for documenting learning adjustments as required by the National Consistent collection of Data (NCCD) scheme. Evidence was collated from a range of support activities in and out of the classroom, from pastoral programs, psychologists and nurses, while complying with confidentiality and privacy requirements. The Learning Diversity leader managed the application process, ensuring data was recorded. Professional learning and other support were provided to both teachers and learning support staff in developing and recording adjustments.

The Pastoral Program focused on wellbeing for learning, in particular supporting students to transition back to on-site learning after a sustained period of remote learning. Emphasis was on organisational and study skills as well as social-emotional learning.

Students in the Senior School focused on study skills, time management and post-school options/tertiary student selection processes. The College was able to host its annual Subject

Selection Expo, which was attended by College staff and multiple university and TAFE providers. Students were able to obtain information about subjects offered in Years 9-12 as well as explore post-secondary pathways and the pre-requisite studies required for their preferred pathway.

The VCE Taster Day program for Year 10 students provided students with the opportunity to participate in several VCE classes prior to selecting final subjects for VCE or VCE-VM in 2023. This was followed by an individual student-teacher subject selection counselling meeting to ensure students chose subjects that would fulfil their future aspirations.

In accordance with the College’s 2022 Annual Action Plan a number of key strategies were undertaken to meet the goals and intended outcomes outlined above. These include:

• Review of PLCs as a professional learning opportunity and reinvigoration of these throughout 2022

• Revision of existing Professional Growth Model ready for implementation in 2023

• Inquiry into the academic learning program at Years 9-10, resulting in a revised model for 2023 that emphasised student choice and agency.

• Familiarisation with the revised Victorian Certificate of Education – Vocational Major (VCE-VM) and planning to implement this in 2023

• Focus on reinvigorating the MYP Framework at Years 7-10 through teacher professional learning and increased engagement with parents/carers about this approach to learning

• Analysis of school-wide learning data to identify areas of need and to plan to address these accordingly

• Review of the College’s School Management System (SMS) to ensure streamlined and efficient practices and provision of a SMS that could support the provision of a contemporary learning environment incorporating strategic and effective use of ICT

• Emphasis on alignment across the written, taught and assessed curriculum. Curriculum documentation was reviewed and revised accordingly.

Student Learning Outcomes

2022 was the first year the College conducted NAPLAN Assessments online. The 2022 NAPLAN data shows students in Year 7 above the National Minimum Standard in Reading, Writing and Grammar and Punctuation and at the National Minimum Standard in Spelling and Numeracy. Students were also above the State Mean in Reading, Writing, Spelling and Grammar and Punctuation.

Year 9 students were above the National Minimum Standard in Reading and Writing and at the minimum standard in Spelling, Grammar and Punctuation and Numeracy. This cohort was also above the State Mean in Reading, Writing and Grammar and Punctuation. There was no relative growth data available for this year level for Years 7 to 9 as NAPLAN Assessments weren’t conducted in 2020.

Median Naplan Results For Year 9

Proportion Of Students Meeting The Minimum Standards

* There are no NAPLAN results to report in 2020 as the Australian Government decided that due to the COVID-19 pandemic NAPLAN Assessments would not take place.

** Data cannot be reported for this year as the number of students that sat the test was below 5 and the data has been suppressed for privacy reasons in accordance with the ACARA NAPLAN data reporting provisions.

*** No students sat the NAPLAN tests in this year level and in one or both of the relevant years.