Contact Details
ADDRESS Kernot Avenue, Mulgrave VIC 3170
PRINCIPAL Dr Paul Shannon
TELEPHONE (03) 9560 0911
EMAIL principal@mazenod.vic.edu.au
WEBSITE www.mazenod.vic.edu.au
E NUMBER E1265
Minimum Standards Attestation
• I Dr Paul Shannon attest that Mazenod College is compliant with:
• The minimum standards and other requirements for school registration and school boarding premises (if applicable) as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2017 (Vic).
• Australian Government accountability requirements related to the 2023 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2023 (Cth).
• The Child Safe Standards as prescribed in Ministerial Order 1359 – Implementing the Child Safe Standards, Managing the Risk of Child Abuse in Schools and School Boarding Premises.
• Attested on 12th May 2024
NOTE: The school’s financial performance information has been provided to the Australian Charities and Not-for- profits Commission (ACNC) and will be available for the community to access from their website at www.acnc.gov.au
Acknowledgement of Country
We acknowledge and pay our respects to the traditional custodians, past and present, of this land, the Bunurong people of the Kulin nation.
Who long before us lived, loved, and raised their children on this land.
We also acknowledge all the Aboriginal and Torres Strait families in our community and acknowledge their physical and spiritual connections to the land.
We come together today to learn, to share, and to journey together.
Governing Authority Report
When Melbourne Archdiocese Catholic Schools (MACS) launched our inaugural strategic plan MACS 2030: Forming Lives to Enrich the World just over a year ago, I spoke about the need for our whole organisation to reflect on the biggest challenges that confront us, and to work at speed to find practical, ambitious, student-centred solutions.
As a relatively new governing authority, 2023 set us on the path to achieving our first goals, as we focussed our efforts on building strong foundations for success. The four pillars of MACS2030 – Inspired by Faith; Flourishing Learners; Enabled Leaders; and Enriched Communities - serve to guide our work on how we achieve our strategic intent.
When we surveyed our teachers in late 2022, over 80 per cent told us that they want access to quality teaching and assessment resources. So, in January 2023, we secured a system-wide licence for MACS primary and secondary schools to access the Progressive Achievement Test (PAT) assessment suite. The inclusion of the Social and Emotional Wellbeing Survey allows schools to monitor the wellbeing of their students and target resourcing to specific areas of need. Together, these tools provide a coherent and systematic approach to student assessment.
In partnership with Ochre Education, we began work on F-6 Mathematics curriculum resources, being developed in a phased approach over three years, and delivered the first tranche for F-2. A key consideration in developing the materials is ensuring teachers retain autonomy to tailor curriculum implementation to meet the individual and local needs of students.
This is an exciting development for our MACS community, clearly demonstrating the commitment we all share to delivering the best possible education opportunities for our 120,000 students and supporting our 10,000 classroom teachers to be the very best that they can be.
Archbishop Peter commissioned a comprehensive review of Religious Education curriculum, the first in over a decade. It offers us some challenges but fundamentally is a hope-filled report that invites a path of ongoing work to develop a new RE curriculum for all Catholic schools. We continued Working Together in Mission with Parish Priests throughout the Archdiocese, including through regular roundtable discussions.
Across greater Melbourne, one in five students attend a Catholic school and 2023 saw steady growth in enrolments across our system, demonstrating the value families place on a Catholic education and the high quality, holistic education MACS schools provide.
As a system of schools, we can be better together, reducing the administrative load on our schools and freeing our teachers and principals to focus on what they do best.
I would like to pay tribute to our MACS school and office colleagues who have worked so hard to achieve our goals. We look forward to further strengthening those partnerships as we work together to deliver an education that inspires young people to enrich the world.
Yours sincerely
Dr Edward Simons Executive Director
Melbourne Archdiocese Catholic Schools Ltd
Vision and Mission
Vision
Centered on the person of Jesus Christ, our Oblate community is built on faith, nourished by the Eucharist and seeks to live and share Gospel values in word and deed. Each person at Mazenod is encouraged to contribute to a welcome and caring community in collaboration with our local Parishes. Mazenod College aims to educate the whole person in the pursuit of personal excellence, to make a better world for all.
Mission
Our mission guides our work every single day. Mazenod College is a Melbourne Archdiocese Catholic Secondary School for boys in the charism of St Eugene de Mazenod.
Guiding Principles
Let us be united in the love of Jesus Christ.
We seek to develop a personal relationship with Jesus Christ, the Saviour, and to see people and the world through His eyes. By regularly turning our hearts and minds to Him, and by opening ourselves to the gift of the Holy Spirit, we seek, like Mary Immaculate, to receive God's holiness and bring it to reality in our daily lives.
Be a burning flame not a smouldering wick.
We serve to light the fire inside our students, fostering a burning desire to achieve academic excellence and to cultivate their abilities to the fullest. We see education as a lifelong process of formation in the truth, not just a moment in time, encouraging our students to be the flame, continuously burning brightly and sharing their talents.
We have but one heart, one soul.
We strive to nurture a friendly and caring school, enabling students to develop a sense of loyalty, solidarity, and service. We provide pastoral care and encourage participation in all aspects of College life. Nourished by the Eucharist, and led by the Missionary Oblates of Mary Immaculate, we believe that once a student enters Mazenod College, he and his family become part of our community for life.
Learn who you are in the eyes of God.
We aspire to instil in all people the knowledge that God's unconditional love is real and everlasting. Through the creation of an inclusive community and an environment that is conducive to students discerning their unique worth in the eyes of God, all members of the Mazenod family are free to flourish and grow.
Enter to learn, leave to serve.
We endeavour to emulate St Eugene de Mazenod's model of standing with the poor in our community and beyond. Acts of service are a key component of an education at Mazenod College. On their journey, our students recognise their call to bring the transforming presence of Christ to the world.
College Overview
Mazenod College takes its name from St Eugene de Mazenod, founder of the Missionary Oblates of Mary Immaculate. It is a regional College administered under the Melbourne Archdiocese Catholic Schools Ltd (MACS) who work collaboratively with the Oblates, who continue to exercise administrative and pastoral care to provide holistic Catholic education. The College Advisory Council provides a crucial point of connection between the wider school community and school leaders. The College motto is to ‘Leave Nothing Undared for the Kingdom of God.’
Mazenod College's journey is a testament to the profound connection between our past, present, and future. Our past serves as the foundation upon which our traditions, values, and reputation have been built. Established in 1967 by the Missionary Oblates of Mary Immaculate, Mazenod College has a rich history of providing outstanding education while instilling a deep sense of moral and social responsibility in our students.
We have a history of outstanding success in VCE and Vocational education. This success is underpinned by an evidence-based approach to learning, focusing on explicit teaching and individualised educational pathways. Our teachers utilise a Visible Learning framework to focus on clear expectations supported by regular individualised feedback, visible to students and parents alike.
Mazenod College continues to flourish as a vibrant hub of learning and personal development. Our commitment to academic excellence, character formation, and community engagement remains unwavering. Students benefit from a modern and dynamic curriculum that equips them with the skills and knowledge necessary to thrive in an ever-evolving world.
Principal’s Report
At the beginning of 2024, I wrote to all families to outline a culture that makes Mazenod College distinctive. When students have a sense of trust and warmth, they are more likely to engage in school life. Staff at Mazenod College are aware that an encouraging emotional climate creates a positive energy and safe environment. We want to foster a strong sense of connectedness from students to their school community and the opportunity it provides, which enables them to feel safe and included.
While this is at the heart of our mission at Mazenod, in 2024 it became our key focus.
Connect with respect so that belonging thrives.
This theme starts with acknowledging diverse perspectives, valuing individual experiences, and actively listening without judgement. Respectful connections create a safe space where people feel heard, understood, and accepted. It fosters an environment where differences are celebrated, fostering a sense of belonging. By honouring each other's uniqueness and treating others with dignity, connections deepen, fostering mutual trust and empathy. Respectful interactions build bridges, transcend boundaries of culture, race, or beliefs, and lay the foundation for inclusive communities where every individual feels valued, essential, and loved.
In 2024 we replaced the name Homeroom with Pastoral to reflect the fundamental role that we play in providing support for the students in our care. Pastoral care is a demonstration of profound respect for the human dignity of each person who is created in the image and likeness of God.
• Homeroom became Pastoral.
• Homeroom Class became Pastoral Group.
• Homeroom Teacher became Pastoral Leader.
The aim at Mazenod College is to provide a quality educational experience for each student through the provision of a well-rounded education. The leadership model at the College is reflective of the above aim and is aligned with an openness to embed transformational leadership.
Term 1 concluded with Mission Action Day. The generosity of families once again is amazing. On behalf of the Oblates of Mary Immaculate, thank you for assisting your sons and encouraging them to support the missions of the Oblates and the MAMI organisation. Thank you to the Year 12 students for all their hard work and leadership. Thank you to the staff for their guidance and direction and for their enthusiasm and passion for the program.
At the Full College Assembly on Friday May 24, the Mazenod College Reconciliation Action Plan was endorsed by local Bunurong artist, Adam Magennis. In addition, the social justice committee organized activities across the curriculum to recognize and acknowledge the contributions of our First Nations Peoples. At the core of our Reconciliation Action Plan (RAP) is the acknowledgment of the traditional custodians of the land on which Mazenod College stands, the Bunurong People of the Kulin Nation. We pay our respects to the elders' past, present, and emerging, and recognize their enduring connection to the land, waters, and culture. By acknowledging the traditional owners of the land, we honour their resilience, wisdom, and profound contribution to our collective heritage.
Mazenod College commits to walking with and learning from our First Nations Peoples, who clearly have so much to teach us. We commit to the achievement of reconciliation and healing through the acknowledgement and practice of Aboriginal and Torres Strait Islander history and culture. On our reconciliation journey, we commit to continual cycles of learning, unlearning and relearning, to improve the cultural competency of all in our community, so that we become proactive in our pursuit of justice, healing and restoration, to create a shared identity which reflects the best of all of us, as we ensure that past wrongdoings are never repeated.
2024 VCE Results
It is with great pleasure that I congratulate our Year 12 cohort for 2024 on their academic performance throughout the year, which is reflected in the final analysis of their VCE, VET and Vocational Major results.
The Class of 2024 has delivered an exceptional set of VCE results, reflecting their hard work, determination, and resilience throughout the year. This year’s highlights include a median ATAR of 84.75 and a median study score of 33 the highest achieved since 2013. Notably, 13.53% of study scores were 40 or above, the best result since 2012, with 54 students (32% of ATAR recipients) achieving an ATAR of 90 or higher. We are also proud to report a 100% completion rate for our VCE Vocational Major students, demonstrating the strength of our academic and vocational programs.
These accomplishments are a testament to the dedication of our students, the unwavering guidance of our staff, and the steadfast support of families. Congratulations to the VCE Class of 2024 on an outstanding year.
Learning and growing as a person are fundamental to a sound Mazenod College education. Yet curriculum authorities in states and territories tend to privilege pathways to universities and vocational subjects are less prestigious. Mazenod College ’s holistic learning philosophy guards against a lack of consideration of capabilities such as personal and social capability, and critical and creative thinking, which can be outweighed by a strong focus on rating or ranking students to facilitate competition for university. Rich learning opportunities occur when students can choose their learning program from wide and varied curricular offerings that emphasise growth and personal best. This in turn helps produce well-rounded individuals who make a positive contribution to society.
Finally, we urge the graduating class to be proud Mazenodians as they go out to make their contribution to society, as thousands of Old Collegians have done in so many ways in all walks of life. As they move off to continue their life journey, may they continue to grow in all dimensions – mind, heart and soul. We take inspiration from Luke’s Gospel Chapter 12: “To whom much has been given, much will be required.” Because, all education, especially a Mazenod education, is not just for you, it is also something for the world – to be used for and shared with others.
Dr Paul Shannon Principal
Rector’s Report
As in previous years 2024 witnessed full on energy from all involved at the College: students, teachers, families, administration, maintenance, and grounds staff. This involvement has ensured another enjoyable, productive and enriching year.
The highlight of our year was the celebration of our Inaugural Mass at St Patrick’s Cathedral, Melbourne. This is a unique experience on three levels. Firstly, it reminds us that the foundation of Mazenod College is our Catholic faith. Secondly, it is the only time we come together and celebrate as an entire faith community and thirdly, we experience the grandeur of our cathedral. At the conclusion of the Eucharist, we proudly presented our various College leaders to our assembled community.
The social justice dimension of our College life continues to engage staff and students in their awareness of the vulnerable members of our society locally and in our worldwide Oblate Missions.
The Rosies Oblate Street Mission proudly celebrated 50 years of service and friendship. This outreach plays an integral role in the College’s missionary zeal and living the gospel message as we interact with the vulnerable members of our society. In conjunction with this the College started a program of recycling cans and bottles to support Rosies with the motto “With a Can You can.” This program also witnesses to the Pope Francis’ encyclical ‘Laudato Si’, which has as its focus the sustainability of our planet.
Our community showed great generosity in contributing to the Vinnies Winter Sleepout and Christmas Appeal with donations forwarded to our local St Vincent de Paul Society Conferences for distribution.
Belonging to Mazenod College means that we are automatically connected to, and have a responsibility for, our wider De Mazenod Family members with their various needs. Our fund-raising efforts on Mission Action Day supports the missionary endeavours of our Oblates whose people are living in some of the toughest and remotest missions in the world.
Mazenod College and Mazenod Panthers All-Abilities Football Team witnessed to the charism of St Eugene de Mazenod of reaching out to all God’s people. The inclusive spirit offered by our students enabled those who live with a disability to participate in the game of Aussie Rules that they love without discrimination.
The celebration of eight Confirmations on the Feast of the Assumption was a history making occasion for our College. This celebration highlighted the lived reality of our College’s foundations of faith, service and gospel values.
Mazenod College continues to be a highly respected College that caters for the diversity of our students offering a holistic education that includes spiritual, cultural, academic, sport, the arts and family evenings.
Finally, I want to extend my blessings and best wishes to our graduating Year 12 cohort of 2024 and thank them for their tremendous contribution to the life and spirit of Mazenod College. I thank the teachers and staff who journeyed with these students throughout their time at Mazenod, which has enabled them to reach this point on their life journey.
Fr Harry Dyer OMI Rector
School Advisory Council Report
The end of 2023 marked the completion of the first three-year term of the original Advisory Council members who were appointed by Fr Christian Fini. With the completion of the first Council term, we said farewell to Herb Fishbacher at the end of 2023. Herb did not seek reappointment, given that his family’s direct association with the College ended in 2023 with his son finishing Year 12. I sincerely thank Herb for his splendid contributions to the Council during its first three years. Replacing one Mazenod Old Boy lawyer with another, we warmly welcomed James Dobeli, who joined in early-2024. James inherited Herb’s Governance & Risk portfolio for the Council.
The other volunteer nominated members who served on the Council in 2024 were: Michael Curtis (Deputy Chair & Finance), Laurie Langford (Building & Planning), and Aleesha De Mel-Tucker (Social Media & Marketing). I thank my fellow nominated members for their time, expertise, and most of all, for their passion to be involved in the formal role of Advisory Council member and for leading the portfolio subcommittees.
The portfolios allowed the Council to provide support to the College over key strategic areas. Together, the five nominated Council members brought a wealth of professional experience to the College in 2024. With backgrounds across very different employment sectors, the insights and guidance from the nominated members could only benefit the College as it charted its strategic direction.
The ex officio members on the Council for 2024 were the College Principal (Dr Shannon), College Rector (Rev Fr Harry Dyer OMI), Canonical Representative (Rev Fr David Raj OMI), Oblate Provincial (Rev Fr Christian Fini OMI), Dean of Staff (Joanne Noone), College Business Manager (Cameron Moroney), and College Executive Assistant (Kate Oberg - Council Secretary).
The Advisory Council supported the governance of the College during 2024 by providing advice on strategic matters. In addition, a key role of the Council was to contribute professional insights that contributed to reducing the exposure of the College to risks.
Mazenod College is diverse, and as such, the Advisory Council must reflect the community. To that end, the Council exhibited a reasonable balance of gender and cultural backgrounds and brought the voice of parents to bear in Council discussions. Importantly, the presence of Fr Dyer, Fr Raj, and Fr Fini on the Council reminded us of the Mazenod charism and the importance of considering the impact that decisions have on our community, particularly those most vulnerable.
Dr Eugene B. Fredericks Chair of the
College Advisory Council
Catholic Identity and Mission
Goals
and Intended Outcomes
Since 1967, the College has been served by the Missionary Oblates of Mary Immaculate in partnership with the Catholic Archdiocese of Melbourne. Daring and commitment to Christ are seen as essential elements of its character. This daring is reflected in the College motto, ‘Leave Nothing Undared for the Kingdom of God’, which calls us to seek, find, share, and celebrate the presence of God among us. Named after the Founder of the Oblates, St Eugene de Mazenod, we encourage students and staff members to act as a community. St Eugene de Mazenod, who called the people of post-revolutionary France back to a relationship with God, was particularly focused on supporting the marginalised.
Mazenod College aims to foster the development of students' knowledge and love of God. By deepening their faith in Jesus Christ, we seek to develop individuals who are responsible, inner-directed, and capable of making free choices in line with a well-informed conscience , promoting a moral consciousness in our students, in accordance with Christ’s teachings and the mind of the Church, helping them relate these principles to their own lives.
The College strives to provide a Christian atmosphere that encourages holistic growth, integrating culture and faith through the acceptance of Christ and his values. It offers a critical and systematic account of the Gospel and Catholic Church teachings, following the archdiocese's guidelines, while enabling students to experience a sense of Christian community. Additionally, it connects students with their unique Australian Catholic heritage.
In collaboration with the traditional owners of the land, the College's Religious Education curriculum promotes unity by recognizing important times and history of the First Nations Peoples. The Religious Education department, through Faith and Charism, will continue to mark significant ritual celebrations in both the Catholic Tradition and the traditions of the First Nations.
Through the Faith and Charism structure of the College Elders and leaders of the First Nations Peoples will be invited to the school to celebrate rituals in their culture and partake in educational instruction furthering the knowledge of our students and staff.
The presence of Oblate Priests of a missionary tradition and a beautiful Chapel with daily Eucharist are great blessings. Mass is offered at 8.10am Monday to Friday in the Mazenod College Chapel, and the whole school celebrates the Eucharist together at important times during the year. The Priests are always available pastorally for students. Reconciliation is formally made available to all students during Lent and before Christmas.
Each morning all pastoral groups begin with our daily prayer where students are invited to lead the prayer further deepening our rich heritage in Catholic tradition. This prayer can also be an opportunity for an offering for a particular need within the pastoral group drawing students into a community spirit as St. Eugene emphasised the importance of support within the community.
Each day after recess the College Student Leaders lead the daily College prayer over the intercom calling all our community to stop and reflect on our Catholic faith and Oblate charism.
Value Added
• The College began the school year with the celebration of the Inaugural mass at St. Patrick’s Cathedral Melbourne.
• Our Year 11 and 12 students, along with our Year 11 VET Christian Ministry & Theology 3&4 students, took time to volunteer with Rosies Oblate Youth Mission where each Friday night, a team offer their friendship and hospitality through the simple gesture of a free hot or cold drink to the homeless.
• Our Year 11 into 12 students attended an overnight retreat during their transition time in November on the theme “From childhood to adulthood”. The students were accompanied by their pastoral leaders, retreat leaders, our Oblate priests and our two Oblate Youth Ministers.
• Students, staff and families donated in solidarity generously to the Oblate Missions Christmas Appeals and to our local St Vincent de Paul Winter Appeal bringing in food items, toiletries, blankets, children’s books and toys for our brothers and sisters in need in our neighboring communities.
• Fifty Year 10 students opted to study Youth Ministry in Semester 1, where they explored the topics of “What it means to be a Christian Leader today”, “Apologetics: Is God real? How do we know? Evidence for our faith and how to defend it confidently, passionately, and respectfully”. Our two Year 10 Youth Ministry classes then ran retreats for all Year 7 classes.
• Students were welcomed to receive the Sacrament of Reconciliation formally made available to all students during Lent and before Christmas.
• Our Year 8 students participated in their Reflection Day where they explored the theme “Knowing God” lead by YMT Melbourne
• Our Year 7 students enjoyed their Reflection Day exploring “Relationships & Belonging” from real talk Australia.
• Years 7-9 students during the lunchtime ‘Alpha Club’, discussed their faith in small groups.
• Year 12 students were fully engaged by David Kobler in “Unpacking Love and Responsibility”, reflecting on the topics of positive sexuality, relationships, and future family life.
• Year 12 students really enjoyed listening to Melbourne-based Catholic priest and X Factor musician Fr Rob Galea, and his story from “Addiction to Jesus” as he performed and gave testimony to his faith, encouraging the students in their own faith.
• Year 7 students participated in many faith development workshops facilitated by our Oblate Youth Ministers.
• The Years 7 and 8 voluntary retreat was attended by over 30 students who went to Casa Pallotti for two nights and were accompanied by some of our staff and our youth ministers.
• The year 9 students also attended their voluntary retreat and spent two nights at Casa Pallotti with staff and our youth ministers.
• Year 11 students attended a voluntary retreat on “Friendship with Jesus through the Eucharist: Deepening our relationship with God” – 60 students took up this invitation.
• Year 12 students were invited to a “Faith and Pizza” evening with Mr. Tighe.
• Current and past students were invited to share an evening reflection and Adoration called “Empowered”.
• Students had the opportunity to be involved in National Reconciliation Week activities recognising our journey to reconciliation with our First Nations Peoples.
• 10 students and 3 staff joined with other Catholic schools from the Archdiocese of Melbourne to celebrate the annual St. Patrick’s Day Mass celebrated in St. Patrick’s Cathedral Melbourne.
Learning and Teaching
Goals and Intended Outcomes
Our major goal for 2024 was to begin the process of refining our curriculum with a focus on low variance, explicit instruction. This was a continuation of the work in 2023 to develop a clear learning and teaching framework. Faculties created visual curriculum maps that act as a roadmap for students and teachers. Coupled with this was an audit of the curriculum based on the Vic Curriculum 2.0 that was released in April 2024.
The Learning and Teaching Leadership Team also aimed to create an explicit study skills program, that will be implemented in 2025. The team also investigated instructional coaching as a method of improving classroom teaching, which will be implemented by t he Professional Development team in 2025.
Our Learning and Teaching framework at Mazenod College recognises that young men have particular learning needs, drawing on research commissioned by the International Boys School Coalition, of which the College is an active member.
Mazenod embraces the emerging field of evidence based instructional practices broadly referred to by researchers as the Science of Learning. The Science of Learning is based on cognitive science and empirical evidence. Learning occurs when a knowledge rich curriculum is explicitly taught. Teachers in teams seek to maintain a low variance curriculum, meaning that teachers use common assessments, teaching resources, and approaches, while making room for individuality and personality – the art of teaching.
The advocated principle instructional practice is ‘Explicit Teaching’ as outlined in the research of Anita Archer and others. Archer (2010) explains that: “Explicit instruction is characterised by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved.”
Achievements
NAPLAN Results
The College was proud to announce that the 2024 NAPLAN results placed Mazenod Year 9 students in 41st place in the state, a significant improvement on previous years. Credit for this achievement can be directed to the outstanding work of the Junior English and Mathematics faculties. A move towards low variance teaching materials and shared understanding of terminology has led to a more seamless transition for students from year to year.
VCE Results
The College achieved the best VCE results since 2012, with a median study score of 33 and 13.5% of scores above 40. More importantly, the median ATAR rose to 84.75, meaning the range of post-school pathways open to our students increased.
Student Learning Outcomes
Learning Diversity
The Learning Diversity Team at Mazenod College is dedicated to supporting the individual learning needs of all our students. The team, with a staff of 23 dedicated teachers, psychologists and education support officers, ensures that Mazenod College can offer well-structured Literacy & Numeracy intervention programs, in addition to 1:1 in class assistance. This support is vital in ensuring that all students can access the learning that is available.
The structure, as outlined below, provides exciting opportunities to develop greater depth in middle leadership within learning diversity at Mazenod College.
• Director of Learning Diversity
• Dean of Learning Diversity
• Learning Diversity Leader (Years 7 - 9)
• Learning Diversity Leader (Years 10 - 12)
• Learning Diversity Psychologist
• Administrative Assistant to the Director of Learning Diversity
• Learning Diversity Teachers
• Learning Support Officers
• Wellbeing Support officer
Additionally, this comprehensive model reflects the ongoing commitment of the College , in collaboration with families, to support and provide a holistic education to all students.
This structure also ensures that we can provide greater support to teaching staff, further assisting them in planning and monitoring student-personalised learning programs, adjustment implementation and evidence gathering for students identified in the annual Nationally Consistent Collection of Data.
In 2024, 280 students were identified as having adjustments made to their program and were included in the NCCD.
Of these 280 students, 180 were identified as requiring supplementary, substantial or extensive assistance. The funding provided by the Commonwealth Government ensures that the College can staff the Learning Diversity team to assist the relevant students in accessing their learning on the same basis as their peers.
Utilising the response to intervention strategy, the team ensures that students are being provided with targeted support specific to their need and at the appropriate level of intensity (tiers 2 & 3).
Programs Facilitated by the Learning Diversity Team
• Literacy Support Classes (Years 7 & 8) Tier 2 Intervention - Star I Program
• Numeracy Support (years 7 & 8) - in class and targeted small group
• 1:1 support for students who are undertaking a reduced subject load.
• Social Skills and positive behaviour support programs such as Tessa - Mat program (Senior) Talk about for Teens (Junior)
• Study without Stress program (Senior)
• Tier 3 Literacy Interventions such as Corrective Reading & Spelling Mastery Clubs to support and develop personal & social development
• Games Club
• Film Club
• Homework Program
Enhancement Programs
Mazenod College offers a comprehensive enhancement program in areas such as Humanities, Music, Mathematics, English, Robotics and Information Technology. Many students are involved at all levels in the following programs:
• Enhancement English (Year 7, Year 8, Year 9, Year 10)
• Enhancement Mathematics (Year 7, Year 8)
• Enhancement Mathematics (Year 9, Year 10)
• Enhancement Science (Year 10)
• Enhancement Biology (Year 10)
• Enhancement History (Year 7, Year 8, Year 9)
• Enhancement STEM (Robotics) (Year 8)
• Enhancement Music (Year 8)
• Enhancement Religious Education (Year 9)
• Enhancement Physical Education (Year 10)
• Enhancement Business Management (Year 10)
• VCE Units 1 & 2 History (Year 10)
• Software Development Extension (Year 10)
• Religion & Society Units 3 & 4 in (Year 11)
• VCE VET Christian Ministry and Theology Units 3&4 (Year 11)
• Numerous other Units 3 & 4 in (Year 11)
• University Enhancement subjects in (Year 12)
Faculty Value-Added Programs
Languages
• All VCE Japanese, Chinese and Italian students visited the National Gallery of Victoria and developed their appreciation of art by following Language and Art workshops.
• Languages Week with activities for the three languages
o 1000 paper cranes workshop
o Judo class
o Chop stick race
o Lion Dance
o International short film festival
o Anime project
• Japanese students from Daisho were hosted at Mazenod for two weeks
• Japanese students attended the annual Speech Contest at the University of Melbourne
• Eleven students attended the Italy Study Tour at the end of Semester 2
• Chinese students were awarded for their performance in the Victorian Annual Reading Competition.
• Chinese students attended the Monash University initiative ‘Spring into Chinese’
• Year 9 Italian students attended a day in Carlton for Dante Alighieri Poetry Competition, visited the Museo Italiano at Co.As.It. and ate at an Italian restaurant in Lygon street
• Year 10 and Year 11 Italian students attended a Language Exchange evening with Sacred Heart girls
• Year 12 Italian students went to watch the movie ‘Io Capitano’ at the cinema as part of Unit 3 activities
• Year 12 Italian students met Holocaust survivor Mr Andre Dubrowin. This inter- curriculum activity developed the students' language skills, knowledge of the diverse source of migration we have in Australia and their ability to empathise.
• Year 12 Italian students had an online Language Exchange with a class of students from Liceo Vivona, Rome, during Term 2.
Mathematics
• Over the course of our Enhancement Math classes for Grades 7 to 10, we observed an impressively high number of students participating.
• Three Year 8 students have been excelling in the Year 9 Enhancement Math class, demonstrating strong understanding and impressive adaptability to advanced content. Similarly, three Year 9 students are doing exceptionally well in the Year 10 Enhancement Math class.
• Students achieved great results in the Australian Mathematics Competition. A very large number of students participated in the competition with numerous High Distinctions (top 3% in their year level and region) and distinctions (top 20% of their year level and region).
Visual Arts
• Visual Arts students were published in Catholic Education annual anthology Shared Stories.
• Many of our students participated in excursion to a range of Art Galleries.
English
• Many of our Literature, Enhancement and Visual Arts students were published in the Catholic Education annual anthology Shared Stories.
• Numerous students participated in the Debating Association of Victoria competition and engaged in various Public Speaking opportunities.
Library
• Students participated in Book Club, Yarn Club, Tech Club and Puzzle Club in the Library.
• Students read, studied, played chess, recorded presentations and collaborated during recess, lunchtimes and before and after school.
• Students in Year 7,8 and 9 participated in fortnightly wide Reading classes which encouraged them to read and reflect upon a variety of genres.
• Over 100 students completed the Victorian Premiers' Reading Challenge between February and August.
• Joel McKerrow, poet, presented to and workshopped with Year 8 students as part of their poetry unit.
• Mazenod Literature Festival, celebrated in Book Week, featured author talks and workshops, writing competitions, trivia competitions and an Escape Room.
Digital Technologies
eSports Lunchtime Sessions
• Our Weekly Wednesday Lunchtime Sessions have been a resounding success! These gatherings provided students with a safe and supportive environment to enjoy friendly gaming with their peers. Beyond the fun of gaming, participants learned important lessons about cyber security and the critical resources available, like kids' helplines. The positive feedback from students highlights the importance of creating spaces where they can connect and learn together.
eSports Competition Highlights
• We recently held internal competitions for our Years 7 and 8 students to select representatives for the Melbourne South Mario Kart Competition. Out of over 60 participants, we are proud to celebrate Ted Weston, who not only won the competition but will also represent our school at the national level in the Gold Coast later this year. Ted’s achievement reflects the hard work and dedication of all competitors, and we look forward to cheering him on in the upcoming national event.
FRC Robotics Competition
• Our FRC Robotics team, composed of over 15 enthusiastic students, has been hard at work preparing for the Melbourne Regional Event in July. This year marked our first foray into the national competition, where our team impressively placed 15th out of 41 teams. The support from our high-profile sponsors has been invaluable, enabling us to enhance our capabilities and strive for even greater success in future challenges.
Monash Engineering Outreach
• An annual highlight has been the visit from Monash University, which conducted a hands- on robotics workshop for our Year 9 students. This interactive experience allowed students to gain practical skills and insights into robotics, further enriching their understanding of the field. The enthusiasm from both students and instructors made this workshop a memorable occasion.
Guest Visit from Danger Thumbs
• We were fortunate to host representatives from Danger Thumbs, a game development company that shared their expertise with our students. Their discussion on game and software development opened exciting avenues for students to consider potential careers in the tech industry. The engagement and curiosity displayed by our students during this session were truly inspiring.
Science
• Weekly science club for Yr 7 and 8 completing experiments and engineering challenges.
• Science week lunchtime activities based on the 2024 theme of ‘Species Survival’ including creating terrariums, making DNA bracelets, identifying milk proteins and testing our science knowledge with a trivia competition.
• Zoo excursion for Yr 7 to undertake a STEM session run by the zoo educators on how species can be maintained locally.
• Live demonstrations and Chemistry practical during Open Night
• Luna Park excursion for VCE Physics students to conduct motion experiments in a real-life setting.
Design and Technology
• Year 12 Furnishing students completed resin hall tables that were put on display in the College reception
• Year 11 Engineering students followed the design process to make original “engineering furniture pieces, made from a combination of timber and metal. These were put on display at the end of last year and open day
Drama
• Students have attended professional theatre productions such as Sweeney Todd and Beetlejuice the musical
• Attended performance of VCE Season of excellence – Top Class Drama
Humanities
• Experiential excursions to the Vietnam Veterans’ Museum on Phillip Island and the Holocaust Museum, expanding the scope of student subject engagement
• Geography students also partook in field trips to carefully selected external sites, in order to undertake case studies in landforms and land use
• Facilitation of both DAV and ACC debating and public speaking competition preparation by faculty staff
• Senior History has drawn upon the expertise, experiences and role modelling of our most successful History Revolutions students through closed student-led classroom sessions, Q&As and seminars
Commerce
• Introduction of a partnership with Banqer to support our Year 9 Financial Literacy offering. Students utilise a digital financial education platform where online simulations explore a range of essential financial concepts from debt to investments, budgeting to careers etc. The platform simulates real life events, like stock market shifts, natural phenomena like flooding, and job promotions, to link students to experiential learning and real-world applications.
• Changes to Year 10 Commerce A and B to create more meaningful connections between work experience visits at the end of Term 2 and their classroom learning.
• Continuation of our Year 12 Business Management excursion to Yakult. The tour moved through the whole facility giving students the opportunity to witness the entire manufacturing process and find the connections between real-world application and their understanding of operations management in Unit 3.
Health & PE
• VCE PE 1&2 students have access to and observe elite level fitness testing and procedures made available through METs Performance Consulting. Students link data collected to relevant key knowledge in the VCE PE study design.
• VCE PE 3&4 students experience and discuss biomechanical principles using primary data from force plates, accelerometers, timing gates, and real-world practical application via METs Performance Consulting.
• Year 7 Health & PE students participate in a swimming program at Doug Ellis Swimming Pool. Under the guidance of their PE teacher and qualified swimming instructors, students develop confidence in the water and obtain lifelong skills of key swimming strokes and water safety techniques.
ATAR Distribution
32% of Year 12 students had an ATAR score equal to 90 or more in 2024, placing them in the top 10% of the state. 78% of students had an ATAR score equal to 70 or more.
A summary of our key senior school data follows:
• Number of students scoring 99+ ATAR: 7 (Top 1% in the state)
• Number of students scoring 95+ ATAR: 28 (17%)
• Number of students scoring 90+ ATAR: 54 (32%)
• Number of students with a perfect study score of 50: 2
• Number of study scores of 40+: 128 (13.53%)
• For the ninth year in a row, Mazenod College had students in Top Class auditions for drama. One student achieved the Top-Class Performance with two additional students repres enting the College in the auditions.
VCE Comparison Results
Number of Year 12 students with ATARs over 90
Number of Students
Unit 3&4 Religion and Society in Year 11 at Mazenod College
Half of our Year 11 students study Unit 3 & 4 Religion and Society. They achieved outstanding results as indicated below with a median study score of 36.
Unit 3&4 Studies in Year 11 at Mazenod College
In addition to studying Religion and Society in Year 11, a group of enhancement students study a second Year 12 subject in Year 11. In 2024, 52 students did this as indicated below, achieving 34 study scores of 35 or more.
Victorian School Ranking for Number of Mazenod College Students Achieving a 40+ Study Score in the following subjects:
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NAPLAN
In 2024, Mazenod College received another round of pleasing NAPLAN results. With at least 80% of students in Year 7 being categorized as strong or exceeding the National Proficiency Standard in each of the five assessments, and a similar 84% of students in Year 9. This is a reflection the above state average growth of Mazenod Students in all of the external testing they undertake
Student Wellbeing
Goals and Intended Outcomes
Student wellbeing is at the heart of everything we do at Mazenod College , as we foster an environment where young men can thrive academically, spiritually, and emotionally. By addressing mental health, promoting physical activity, and encouraging positive relationships, the school nurtures well-rounded individuals who are prepared to contribute positively to society. This holistic approach not only enhances academic performance but also instils a sense of purpose and moral responsibility in students, guiding them to lead fulfilling lives grounded in faith and service.
Visible Wellbeing is a whole school approach that encourages all areas of the College to build wellbeing capacity in each classroom and activity utilizing the SEARCH framework. Personal and Social Learning is the explicit teaching of wellbeing being taught during the Pastoral periods. Personal Development Days and seminars are scheduled at each year level addressing age and stage wellbeing issues and education. Mazenod is now well placed to utilize this framework to underpin all wellbeing activities and practices, especially with the focus for 2025 on building relationships, student voice and emphasis on Pastoral care.
Achievements
In 2024, we expanded the focus on Visible Wellbeing, by having students begin each day in their Pastoral Group with their Pastoral Leader. This enabled the Pastoral Leader to develop a relationship with their students and nurture their social skills, while encouraging organisation skills and independence.
Additionally, there was an explicit focus on Visible Wellbeing during the timetabled Pastoral Period every Friday. In Years 7-9, the Resilience Project curriculum and various other resources were used to compliment and support the development of emotional literacy. The core purpose was to foster positive emotions in our students, so they become more resilient. There was a strong focus on developing peer to peer and student to teacher relationships, nurturing feelings of gratitude, empathy, mindfulness, and kindness.
Likewise, students in Years 10-12 also engaged with a variety of different partners to learn about age specific issues, such as consent and respectful relationships. Additionally, Real Life Resilience delivered a presentation to our Year 10s, where they shared their stories of personal hardship and resilience and the necessity of having control over your own actions.
In 2024 we established a Senior Child Safety Committee and a Junior Child Safety Committee. These two groups were chaired by the Deputy Principal of Students and its members were the Dean of Senior and Junior School and student representatives from every year level. The purpose of the group was to identify child safety matters from the perspective of students. This provided a forum for students to safely discuss all aspects of College life and to make suggestions for improvement. This encouraged active student voice and agency and gave the Pastoral Team valuable insight into the views and experiences of our students.
Our commitment to a truly safe environment requires frank conversations and a culture that empowers and enables people to ‘speak up’ and ‘call out’ unacceptable conduct or misconduct. As a result, the MazSAFE platform was launched in 2024. It provides a safe mechanism whereby current and past students, and families and members of the wider school community can report their concerns:
• freely,
• without fear of repercussion,
• with confidence that they will be listened to and that an appropriate response and follow-up action will be taken.
MazSAFE is another way in which we can support a culture of ethical behaviour, respectful relationships, compliance, and good corporate governance.
Value Added
As part of our whole school commitment to wellbeing, we offered a diverse range of programs and initiatives for all students. The aim was to foster a strong sense of belonging and identity and an optimistic outlook on the future.
In 2024 some of our Student Wellbeing initiatives included:
• The Man Cave workshops and expert facilitation, which provided our students with the critical emotional and social skills they need to lead flourishing lives and to have healthy relationships with others.
• The Pat Cronin Foundation presentation to senior students, raising their awareness of the consequences of alcohol fuelled violence.
• Dr Jodi Richardson seminar on managing anxiety and resilience for senior students.
• Real Life Resilience workshop delivered by Ben Pettingill and Mike Rolls, equipping students with the confidence and skills needed to overcome challenges and change.
• Tri Tactics is a mental self-defence program which encourages students to develop a deep understanding of their emotions, the impact of their attitude in difficult situations and how to make positive choices.
• Time and Space events were held for parents and students in Year 7, 8 and 11, providing an opportunity for meaningful communication and connections.
• Dr Tessa Opie delivered a presentation to parents about the world of relationships which young people are navigating and provided strategies for encouraging healthy and realistic expectations of themselves and others.
• Game Aware facilitated seminars for both parents and students on how to build a healthier relationship with gaming.
• The Push Up Challenge was a student driven initiative which aimed to educate our community about mental health, as well as foster mental wellbeing and fitness.
• Game Aware - Bridging the gap between gamers, parents and professionals through education and intelligent gaming strategies.
• The R U OK Day? initiative was led by our Student Leaders who reminded us that every day is a good day to check in with family and friends to see how they are.
Community Wellbeing Events
In 2024 the College continued to facilitate Time and Space evenings for students and their parents. These events aim to strengthen the relationship between parents and their sons. They also highlight the important partnership and support between home and school. There was a Year 7 mother/female mentor/son event in May, a Year 8 father/male mentor/son event in February and at the conclusion of Year 11, in preparation for Year 12, a parent /son event in late November. These opportunities are now a permanent fixture on the College Calendar.
Mazenod College hosted a Parent Webinar in collaboration with Avila, Sacred Heart and Salesian College to speak to parents and carers about the world of relationships which young people are attempting to navigate. It explored the impact of the media, including online pornography on children's psychosexual development and empowered parents, carers, and role models, to positively encourage young people to develop a healthy and realistic sense of self and 'other'.
Student Satisfaction
Individual Wellbeing
In 2024, the College continued to support individual wellbeing through College Psychologists both counselling and educational with a greater ability to conduct diagnostic testing especially for learning and social/emotional needs. Both Junior and Senior Student Welfare Action Groups continued to meet regularly throughout 2024 to collaborate and identify students that required extra wellbeing support. This group consists of Deputy Principal Students, College Deans, Year Level Leaders, Vocational Leaders, Psychologists, and representatives from the learning diversity and nursing teams.
The College partnered with Academic Assessment Services (AAS) to capture wellbeing data. AAS are independent consultants specialising in the assessment and analysis of educational performance and progress. The Wellbeing Test is a series of measurement instruments developed over several years and specifically designed for Australian adolescents. Each instrument measures experiences and attitudes in a range of areas critical to adolescent school life and wellbeing. The testing is being validated and is designed to build a comprehensive profile of each student, class, and cohort via data-driven insights. Most importantly, the results are intended to be used as a tool to help Mazenod staff plan appropriate early interventions and wellbeing programs for students. The Wellbeing Test includes questions in relation to school-based experiences and attitudes; learning dispositions and attitudes; and trait and state-based measures of self.
In 2024, students in Years 7-12 also completed the Student Resilience Survey, which was developed in collaboration with the University of South Australia. The survey captured the essential ingredients of a resilient life for young people and provided data on the resilience and mental health of our (non- identified) students. It reported on how connected they were to themselves and others; how protected they were and whether they were respected and respectful of themselves.
The participation of students in sport, music and community service, along with our above average and value-added senior academic results, is a testament to the diverse and flourishing culture of our College This is further indicated by very high student attendance at major events such as the Inaugural Mass and the Night of Excellence at Robert Blackwood Hall. Very high attendance and participation at House Athletics and House Swimming Carnivals was also achieved.
Students are always willing to contribute to the broader life of the College, which was reflected in the number of students who volunteered to help at events such as Time and Space, College Tours and Open Day.
Students recognise the strengths of the College, expressing greater positivity than the MACS average on almost every category, including:
• Rigorous Expectations
• School Engagement
• Student Engagement
• Student Voice
• Teacher-Student Relationships
• School Belonging
• Learning Disposition
• Catholic Identity
ACC Results
Mazenod College excelled in 2024 in the areas of volleyball, badminton and chess.
Term 1 & 4
2
Term 3
SPORT
Student Attendance
Student’s attendance is recorded every morning during pastoral period, and at the beginning of every period of the day. We record students’ attendance in pastoral or whenever they arrive to the College after this. Parents are required to ring the school if their child is absent. All school related and long-term absences are noted.
We send a system generated SMS message to all parents whose students have been marked absent with no reason given. In 2015 we upgraded our attendance recording methods to capture data for every period electronically, not just pastoral or the last period.
Student Enrolment
Funding for Catholic schools is determined based on enrolments at key census dates in February and August. The enrolment data for the last few years’ February 2024 census is provided below. Mazenod College continues to grow as new streams roll through with a projected maximum of 1500 students.
Post Year 12 Destination Information
Summary of Destinations for Year 12 Graduates
• Total number of Year 12 students: 219
• VCE students: 185
• VCE Vocational Major students: 34
• Tertiary applications: 175
• No VTAC applications 44
STUDENT ACHIEVEMENT
Summary of University Destinations by Institution
Summary of Destinations for TAFE
Summary of Private Provider Destinations by Institution
Child Safe Standards
Goals and Intended Outcomes
In complying with Ministerial order 1359, Mazenod College has initiated its own child safe policy that specifically designates responsibility to all members of Mazenod College in providing a safe learning environment for all its students. All community members have a responsibility to minimise the risk that students may be subject to and have been instructed to immediately act upon any issue that comes to their attention.
Achievements
Specifically, Mazenod College has:
• In-serviced staff as to their specific responsibilities regarding child safety
• Developed a code of conduct that adheres to the guidelines set down by government bodies and ensured that this code was signed and available to all staff members, volunteers, and contractors.
• Advertise our code of conduct on Mazenod College website and the wider community through our weekly newsletter and parent emails.
• Reviewed the recruitment and onboarding of staff to ensure the safety, wellbeing, and inclusion of all students in our care.
• Ensured that our hiring practises comply with child safe standards as set out by MACS.
Leadership
Goals and Intended Outcomes
The new Mazenod College Leadership structure developed in 2023 was implemented successfully in 2024. The overarching strategic pillar was Transformational Leadership and therefore the following leadership goals were identified.
1. To establish a culture of reflective practice.
2. Leaders engage in authentic professional and respectful conversations.
Achievements
The new leadership structure commenced in 2024 hallmarked by clearly defined role descriptions, lines of management and reporting, with a philosophy of bottom up rather than top-down leadership practices. Emphasis on leadership was also evident by changes in language and position titles, for example Year Level Coordinator to Year Level Leader.
The Reflective Practice Program again provided support and guidance throughout 2024 to current and emerging leaders. This program is designed to further develop leadership capacity in staff’s current and future roles. This will be supported further with the introduction of a new role in 2025 Early Careers Coach to support teachers in their first 5 years.
With the expiry of the current strategic plan at the end of 2024, the College Leadership Team engaged with Damian Mannix from The Agenda Group in 2024 to develop the Mazenod College Strategic Plan 2025-2030. This year’s lengthy process involved extensive consultation with all stakeholders within the Mazenod Community culminating with an endorsed strategic plan for 2025 -2030 Inspiring and Empowering that will guide the College for the next 5 years.
The College leadership team continued the practice of gathering prior to the commencement of the academic year for two days and once a term throughout the year. These planning days are invaluable in working collaboratively to think strategically, to further develop better processes and systems, in particular Child Safe, Curriculum innovations and Information technology. Also supporting the notion of reflective practice continuing to review past events and plan future events in alignment with the strategic plan.
In 2024 members of staff were afforded the opportunity to participate in the De Mazenod Family Pilgrimage walking in the footsteps of St Eugene de Mazenod and to attend the International Boys School Coalition at the Harrow School in London. These opportunities again provided opportunities for staff to gain a deeper understanding of the Oblate Charism and exposure to the latest and most innovative current practices internationally in Boy’s Education to bring back to the context of Mazenod College Mulgrave.
At a local level Mazenod staff had the opportunity to participate with other De Mazenod schools throughout Australia through the Faith and Charism retreat, Staff Conference and Student Leadership Conference. These gatherings enabled invaluable networking, sharing ideas, practices, and resources with schools that share the same charism.
Expenditure and Teacher Participation in Professional Learning
All teachers at Mazenod College undertook a variety of professional learning activities in 2024, predominantly focused on Curriculum PL, and Student Wellbeing PL.
All teaching staff participated in professional learning on behaviour leadership with Dr Bill Rogers on the Student Wellbeing PL day at the start of term three. In term four all teaching staff were involved in a day conference with Prof Dylan Wiliam focusing on formative assessment and the use of AI in education. In term one teaching staff began the Curriculum Mapping Project with a session by Dr Ben Jensen.
As well as individual professional learning tailored to teaching staff, staff also completed several workshops and online training modules including:
• Faith and Charism formation
• Mental Health First Aid
• First Aid level 2
• Anaphylaxis Training
• Disability Standards for Education online e-learning modules
• Protecting Children - Mandatory Reporting and Other Obligations
• Compliance standards - becoming compliant with Ministerial Order 1349
• NCCD briefing for leaders and training for all teachers
• Certificate IV in Training and Assessment (VET Teachers)
• Fire Wardon Training
19 teachers assessed VCAA examinations and the GAT and participated in the review and writing of VCE Study Designs. They also attended a range of subject association annual conferences and targeted PL. Such professional development provides genuine benefits, both to the teachers involved but also to other teachers at Mazenod College.
144 teachers participated in PL in 2024 for a total expenditure of $257 940 which is approximately $1791 per teaching staff member. This was more than 2023 as there were opportunities that presented during the year for staff to participate in conferences that were not part of our normal PL schedule, Prof Dylan Wiliam as example. The St Eugene De Mazenod Pilgrimage to France and Italy and continued commitment to the IBSC international conference in London also increased the professional learning spend.
EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING
Teacher Satisfaction
Mazenod College enjoys high staff morale, and this is reflected in several ways:
• The high level of qualifications gained, and further study being undertaken
• A highly active staff social committee
• A keen sense of support and belonging as fostered by the presence of the Oblate Religious Community
Our teaching staff show a great sense of self-efficacy, and express trust in our school culture, as borne out by results in the MACSSIS survey. Negative ratings in many categories are below 10% including student safety, school climate, staff leadership relationships, support for teams, collective efficacy, and Catholic identity. It is worth noting that while feedback scores were low, the College has moved to offering an annual review meeting with each staff member each year. We anticipate that this will lead to a greater sense of individual feedback.
Teaching Staff Retention
This high percentage Teaching Staff retention rate of 93% is testament to the incredibly positive teacher satisfaction rate.
TEACHER
Current Staff Years of Service
In 2024 there were 19 teachers (and 26 total staff) with more than 20 years of service to the College .
Teaching Staff All Staff
Community Engagement
Goals and Intended Outcomes
Mazenod College envisions itself as a community cooperating, witnessing Gospel values and responding to a call to service and responsibility to others.
• Continue to strengthen relationships with families through the Mazenod Old Collegians’ Association (MOCA) and the Parents & Friends Association with a culture of inclusivity and belonging.
• Establish new ways of communicating with parents, and improve current processes, keeping them informed of their son’s progress.
• Provide an environment that allows students to belong, to form friendships with peers and establish professional relationships with staff.
• Build on the 2024 launch of the Mazenod Foundation, Mazenod College Scholarship Fund and 1967 Bequest Society underpinning renewed vitality within the broader Mazenod community with the release of the biannual publication of The Provence community magazine.
Achievements
Mazenod College works in conjunction with our Old Collegian Association and parent bodies to ensure that the values and teachings of Christ and St Eugene de Mazenod are experienced throughout the wider community.
The Old Collegians network coordinates the many Old Collegian sporting teams, such as the Old Collegians Football, Soccer, Volleyball and Cricket clubs, as well as providing the opportunity for the physically and intellectually disadvantaged sports person through the Mazenod Panthers, a member of the FIDA.
The Mazenod Old Collegians Association (MOCA) assisted the Mazenod Community through:
• Funding various Old Collegians' sporting club initiatives.
• Sharing careers knowledge and mentoring in-person at the successful MOCA Careers Evening.
• Engaging with students in the Mazenod Panthers all-abilities vs Students Football Match.
• Donations & awards to various Mazenod College events.
• Mazenod organised social events such as Mothers’ and Fathers’ Day Breakfasts, Mothers' Day Dinner, assistance with Social Justice activities (Mission Action Day).
Parent Satisfaction
Our parents continue to show great trust in the College, as borne out by the fact that in the 2024 MACSSIS survey our parents’ expressed positivity above the MACS average in almost every category including:
• School Fit
• School Climate
• Student Safety
• Communication
• Catholic Identity
It is important to note that the two years of COVID -19 interruptions and the continuing restrictions on mass gatherings into 2022 reflected on the family engagement rating, and this was a focus in 2023.
Building Works 2024
In May 2024 the final Stages 3 -6 of the original College building (Years 8-10) renovations were completed. All classrooms on the levels of the main building were modernised, with an emphasis on creating light and flexible learning spaces. A new language centre was constructed with each language room having a breakout room that allowed students the opportunity to practice their oral language skills without disturbing the other students in the class. With a creative use of space, a new science laboratory was added to the middle corridor of the main building and the lower classrooms on the Year 9 level were opened to the outdoor adjacent courtyard to allow for teaching breakout spaces.
Initial works commenced in late 2024 (for completion during Term1 2025) for the redevelopment of the Central Courtyard area including decking, landscaping and covered synthetic court area to provide improved year-round social and recreational space amenity for students.
Future Directions
Early 2025 the next phase of building will commence at Mazenod focused on the Year 7 Complex, Food Technology (Years 8-10) and modular Junior Science Lab. The Year 7 rooms will be refurbished, allowing for the creation of breakout spaces and modern lockers which will be accessible from outside the room. The Food Technology room will be increased in size and modernised, including dedicated food technology theory room, enabling an enhanced hospitality educational pathway for students. The completion date of these works has been planned for late-2025.
What's next?
Mazenod College is committed to providing the best possible education for your son(s). The current Central Courtyard refurbishment project will landscape through the gum trees and cover the Central Courtyard to enhance student to use and access to these central and substantial social and recreational spaces throughout the year.
Having completed the redevelopment of the original school building in mid-2024, including improved amenity with purpose designed outdoor learning and social spaces, the College sees the enhanced amenity of this key Central Courtyard area as being of great value to our students and the local school community.
