2021 Annual Report

Mazenod College – Annual Report 2021

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Registered School Number: 1673

Table of Contents Contact Details

3

Attestation

3

Our College Vision

4

Catholic Culture

5

College Overview

6

Principal’s Report

7

VCE Results

8

Rector’s Report

9

School Advisory Council Report

10

An Education in Faith

11

Learning, Teaching & Innovation

13

VCE Comparison Results

18

NAPLAN

24

Student Wellbeing

29

ACC Results

32

Student Satisfaction

33

Student Attendance

34

Post Year 12 Destination Information

36

Child Safe Standards

38

Leadership & Management

39

Expenditure & Teacher Participation in Professional Learning

40

Teacher Satisfaction

41

College Community

45

Parent Satisfaction

47

Future Directions

48

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Contact Details ADDRESS

5 Kernot Avenue, Mulgrave VIC 3170

PRINCIPAL

Dr Paul Shannon

CANONICAL ADMINISTRATOR

Fr David Francis Raj OMI

SCHOOL ADVISORY COUNCIL

Dr Eugene Fredericks

TELEPHONE

(03) 9560 0911

EMAIL

principal@mazenod.vic.edu.au

WEBSITE

www.mazenod.vic.edu.au

E NUMBER

E1265

Minimum Standards Attestation I, Paul Shannon, attest that Mazenod College is compliant with: All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2017 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA Australian Government accountability requirements related to the 2020 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth) The Child Safe Standards prescribed in Ministerial Order No.870 - Child Safe Standards, Managing Risk of Child Abuse in School.

18/06/2022 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

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Our College Vision Vision Mazenod College is a Catholic boys' secondary school striving to live the charism of the Oblates of Mary Immaculate. Centred on the person of Jesus Christ, our community is built on faith, nourished by the Eucharist and seeks to live and share Gospel values in word and deed.

Mission Mazenod College is committed to the pursuit of excellence in the intellectual, social, moral, spiritual and cultural development of each student according to his unique capacity. Each person at Mazenod is encouraged to contribute to a welcoming and caring community in collaboration with our local Parishes.

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 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. On their journey, our students recognise their call to bring the transforming presence of Christ to the world.

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Catholic Culture In February 2014, at the Congregation for Catholic Education held in the Vatican, Pope Francis made the following observation that "Catholic education institutions offer to all an approach to education that has as its aim the full development of the person, which responds to the right of every person access to knowledge", and "they are also called upon to offer the Christian belief that is to present Jesus Christ as the meaning of life, the cosmos and history." It is through daily prayer, prayer services, school liturgies, the sacraments, the integration of morals and values in academic studies, social interaction, and service to others that the school expresses its identity and reflects Jesus' message of love. At Mazenod we aim to find a balance between academic development, spiritual nourishment and good deeds - Head, Heart and Hands.

A Culture of Leadership A willingness to stand up for what is right and bear witness to the faith is an integral part of our Catholic culture identity. It sees opportunities for young men to challenge the injustices that occur around them and seek innovative ways to do something about it as part of the Social Justice group. There is opportunity to take up the leadership of liturgies and class spiritual activities. Meanwhile models of youth ministry like MAYO, CSYMA and Building Bridges Interfaith Dialogue group thrive in the fertile conditions of Mazenod, nurturing the leadership talents and opportunities of our young men.

A Culture of Reflection Blessed with the inclusion of the Oblate community here at Mazenod, we have been able to continue the tradition of daily Mass at 8.10 am. This gives each student the opportunity to be intrinsically involved in the various steps of preparation and ministry of a celebration of the Eucharist, as well as the confidence and engagement that we hope will inspire them to become more involved in the lives of their own Parishes.

Morning prayers, Rosary and Adoration of the Blessed Sacrament give students a regular and profound opportunity for reflection while the staff's passion for the teaching of Religious Education supports the place that spiritual reflection has in the daily life of the College. Furthermore, various Retreats and opportunities for the Sacrament of Reconciliation are designed to deepen the relationship with self, community and God for each of our students and staff.

A Culture of Service Guided by the message of St Eugene de Mazenod to 'Leave Nothing Undared for the Kingdom of God' Mazenod students are challenged to serve others. The staff and students are given many opportunities and much encouragement to assist those who are under resourced. Helping people, through raising donations for 'St Vinnies' or the developing world, giving blood, making a 'cuppa' for the homeless, lending an ear to elderly citizens or running activities at schools and neighbourhood houses, fills a need in the community but in many ways it also serves to ground the young men, enabling them to get perspective on what is important and how lucky they are. It is hoped that these opportunities will inspire the boys to see the value of their gifts and to continue to serve others long after their final days in a Mazenod classroom.

The balance between serving God through our Heads, our Hearts and our Hands is central to our Catholic culture identity. Providing opportunities to staff and students and an environment within which they can blossom is central to our mission at Mazenod. Elements of 'service for others' are intertwined so naturally with the opportunities for personal and spiritual growth. Essentially it is our goal that students 'enter to learn, but leave to serve', enriched by their experiences with us, aware of who they are in God's eyes and connected to their community at large.

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College Overview Mazenod College is a Catholic Boys' College served by the Oblates of Mary Immaculate working in partnership with MACS (Melbourne Archdiocese Catholic Schools). It was established in 1967 temporarily at St Joseph's Primary School, Springvale and in 1968 moved to its present site in Mulgrave.

Mazenod College was established in response to the need for a Catholic boys' secondary college by the Parish Priests of Springvale, Springvale North, Clayton, Glen Waverley and later, Mulgrave. Through their vision, Oblate Service, commitment, and the support of local parishioners, Mazenod College was born.

Since its beginning, Mazenod College has been under the care of a religious community of Priests and Brothers from the Missionary Oblates of Mary Immaculate.

Mazenod College has always been a partnership between the original five founding parishes, local families, students and Old Boys, Catholic Education Office Melbourne and the Oblates of Mary Immaculate. In 2019 the announcement was made of the appointment of a lay Principal to Mazenod College.

The Australian Province of the Oblates of Mary Immaculate remains committed to our Education Ministry under the guidance of a Lay Principal and an Oblate Priest as Rector, ensuring the Oblates maintain a meaningful and sustainable presence of service in Mazenod College.

The Oblates will continue to have an active presence in the leadership and pastoral aspects of Mazenod College into the future.

Mazenod College operates with an Advisory Council chaired by a lay Chairperson with both clerical and lay representatives from the five constituent Parishes.

The Council also comprises delegates from Mazenod College's Parent Organisations, Mazenod College Business Manager, Staff Representatives, and Oblates.

Mazenod College is proud of its fine multicultural heritage, where members come from a wide variety of different cultural backgrounds. This heritage is valued and treasured at Mazenod College.

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Principal’s Report 2021 Early in the year we were very hopeful of re-igniting our activities and programmes.

Except for the Year 7 camp that was postponed until November due to a one week lockdown, all our Outdoor Education camps and summer sports occurred. Music ensembles were gathering, and Mission Action Day was a resounding success. We were very conscious of the Year 7 students missing out on their camp because their year level would have been impacted in 2020, many losing the opportunity to have camp and other prominent activities in their final year of primary school.

Words like fatigue, drudgery, anxiety, and frustration would undoubtedly resonate with everyone over the last two years and feelings of desperation and despair have been evident for families seriously impacted by COVID-19 and the subsequent lockdowns. We have missed the vitality of the events and the gatherings that are crammed into the conventional calendar.

Financial hardship, crises with mental health and forced family disconnection, especially at times of mourning and serious illness, have created feelings of desperation and immense sadness.

Other words that come to mind when we observe how families, staff and students have handled this passage in history are inspiration, gratitude, generosity, self-sacrifice, resilience, good humour and connection. Senior students have complied and trusted their teachers and administrators to manage their assessments and programmes and the Year 7 to 10 students have continually mustered discipline to engage in online classes.

The teachers have also been amazing. Their creativity, their fast tracking of technology, their doggedness to endure a remote learning platform strategy that requires connection and presence, has been outstanding.

The Educational Support staff behind the scenes have ensured service and support to students and staff and have provided solutions in so many areas when the community has been challenged. Our parents have been so supportive and appreciative of the College’s efforts, and we are very grateful for that support.

In 2016 Mazenod joined the Respectful Relationship Project and in 2020 we introduced the Visible Wellbeing Project looking at a whole school approach to Positive Psychology. Both projects have served us well and provided a clarity and prominence to beliefs and behaviours that are intrinsic to the Gospel message. In 2021 we continued and deepened our commitment to the Visible Wellbeing project.

The student leaders have brilliantly adjusted and innovated their leadership model to manage remote learning and still deliver poignant and relevant information on resilience, mental wellbeing and respectful relationships.

The milestones for our young people have been impacted and the senior students feel it especially. Their demeanour and positive response to disappointment has been extraordinary.

Our new building project has been tendered and builders appointed. The eight stage project will include the renovation of all the classrooms from Year 8 to 10 and the Science Laboratories. Stages 1 and 2 include the Learning Diversity Centre being moved to the staffroom to provide greater space and facilities; the upgrade of the canteen and cafeteria; development of students’ facilities including Health Centre and toilets, and a new staff facility designed to serve staff and community groups such as the Parents’ and Friends’ Association.

I am very cognisant of finishing as Principal at the end of the year. I look forward to working at the College in some capacity, continuing to enjoy the company of staff and the enthusiasm and good humour of students.

I have so many fantastic memories of which I am very grateful. I would like to thank the College community, especially the Oblates of Mary Immaculate for their trust and support over my time at the College. I was appointed to the College by Fr Kevin Davine OMI at the end of 1995. I served as a Deputy Principal to Fr John Sherman OMI, Fr Pat Moroney OMI, Fr Michael Twigg OMI and Fr Christian Fini OMI and as Principal to Fr Christian and Fr Harry Dyer OMI. Mr Peter Le Grand, Dr Eugene Fredericks and the College Board; parents of the past and current families; former students and current students; staff members from earlier times; College Leadership Team and current staff members, I would like to say thank you. I feel so privileged and honoured to be given leadership opportunities at the College and I feel humbled by the appreciation and acknowledgement of so many in the community.

Written by Tony Coghlan Principal (2019 - 2021), on behalf of Dr Paul Shannon - Principal 7|Page

VCE Results 2021 It is with great pleasure that I congratulate our Year 12 cohort for 2021 on their academic performance throughout the year, which is reflected in the final analysis of their VCE, VET and VCAL results. It is important to note that these results were achieved despite two years of transitioning in and out of remote and face to face learning. These young men have shown incredible resilience and we are proud of each one regardless of the results they achieved.

Congratulations to James Russell who achieved Dux for 2021 with an outstanding ATAR Score of 99.45. James is one of five students who scored 99+. The other four students are: Daniel Plowman - 99.35, Ethan Lai 99.15, Cameron McEwan - 99.05, Ben Noonan - 99.00. Two students achieved perfect study scores of 50: Jacob Luu in Business Management and Cameron McEwan in Geography.

The statistics highlighted in this document are indicators of our continuing outstanding academic success. A particular highlight this year is that 56 of our students received an ATAR of 90+ which represents 28% of those receiving an ATAR at Mazenod this year.

100% successful completion of VCE, VET and VCAL studies is remarkable. Tertiary opportunities, apprenticeships, pre-apprenticeship and employment placements have been managed by the Careers, Counselling, and VCE Pastoral Care Teams. It is particularly pleasing to see the outstanding results across our VET subjects, showing that these practical and industry-oriented pathways are becoming a more integrated part of our academic program. For the seventh year in a row Mazenod Drama will be represented in the Top Class Auditions.

Congratulations to all the students who achieved Study Scores of 40 or better. Over a range of 23 subjects our students achieved 126 Study Scores of 40 plus. Well done to each of the students listed who achieved the highest score in their respective subject.

Finally, St Eugene de Mazenod urged his companions to be burning flames not smouldering wicks and I encourage our young men to reflect on this call. Your academic statistics will not define who you are and the impact you will have in your families and your society. Take the best of what you have gained in your time here at Mazenod College in the classroom, on the sporting field, on the stage, behind a podium, or from your peers and use it for the betterment of all. That is true success.

Tony Coghlan Principal

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Rector’s Report The excitement and nervousness of starting my new ministry as Rector of Mazenod College did not go as I had envisaged on my arrival in January. Acclimatising to my new environment meant getting my head around new terminology and technology and living by the bell. Zoom and livestreaming became the new go to words with our on-again offagain lockdowns playing havoc with our daily routine and planning. Our ability to adapt to our changing times on many levels of our daily lives also meant that the fun and excitement of planning ahead for enjoyable family breaks was not a secure part of our lives as it was.

The tradition and highlight of the start of our new academic year has been the Inaugural Mass at St Patrick’s Cathedral. On Friday February 26, with COVID restrictions in place, the celebration of the 2021 Inaugural Mass was instead held in our Provence Centre. Fortunately, with modern technology, we were able to live stream this solemn occasion to our college families and extended college friends who were not able to be present. The simple blessing and installation ceremony of me as Mazenod College Rector was a moving experience. We were again fortunate to welcome Fr Christian Fini OMI, Oblate Provincial, as our main celebrant for this special occasion. I take this opportunity to thank Fr Christian Fini OMI for his time as Rector/Principal of the College. His enthusiasm and vision are still being experienced through his important ministry as Provincial of the Australian Province & China Delegation and as a member of the Mazenod College Advisory Board.

It was with deep sadness when we gathered on Monday March 1 in our Provence Centre for the Requiem Mass to celebrate the life of Fr Ian MacKintosh OMI. Fr Ian was the third Rector of the College and the first Victorian Oblate Rector to pass into eternal life. Our students and staff gave a fitting tribute to Fr Ian with a memorable guard of honour along Kernot Avenue as Fr Ian was taken to his final resting place.

The spiritual life and pastoral care of all members of our college community continues with Fr Kevin Davine OMI, Fr Giancarlo Iollo OMI and me. The aim of our Religious Education is not just about the theory but also experiential. This is witnessed through our daily celebration of the Eucharist in the College chapel, the Sacrament of Reconciliation for all students prior to Easter, Exposition of the Blessed Sacrament on Fridays as well gathering for the major Oblate and Church Feast Days.

Our young men and teachers enthusiastically participated in our Mission Action Day (MAD) on Thursday April 1. Over $50,000.00 was raised and this will support our Oblate Missionaries to assist their people, especially those in difficult missions in our Asia Oceania Region, enabling them to have access to fresh water, education, health care, and the necessities of life that we can tend to take for granted. Over the years our Mazenod community has raised more than $600,000.00 for the Oblate Missions.

I also want to extend my appreciation to the teachers, staff, and especially Mr Tony Coghlan, Principal. They have been patient, generous and welcoming as I found my place in this bustling environment. The teachers and staff exhibited great care for your son/s on their journey of spiritual, intellectual and physical development, overcoming the many hurdles that this pandemic has thrown their way.

I extend my appreciation to the new Mazenod College Advisory Board which came into existence this year under the new Archdiocesan model. I thank them for their generosity in being prepared to share their talents for the benefit of the College.

Finally, I pray every blessing for our 2021 graduating students of Mazenod College. I hope they will hold their time here at Mazenod as a treasured memory of friendships made, a faith lived and a sound education, all of which will last well beyond their graduation. I hope all their dreams for the future will be fulfilled and remember that once a Mazenod student always a Mazenod student.

Fr Harry Dyer OMI Rector

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School Advisory Council Report I am honoured to present my first Chairman’s Report for The 2021 Annual Report. It is a privilege to be appointed to the Council and also named Chair, neither of which I take lightly. I am humbled to follow those great men who were my predecessors as Council Chair, especially Peter Le Grand after his exceptional 30 year commitment in this role.

2021 marked a change in focus for the Council, with a re-structuring to provide focussed business and industry advice to the College leadership team. I thank the other new members of the Council for their support this year: Michael Curtis (Deputy Chair), Jane Cowan, Herb Fischbacher, Laurie Langford, and Brendan Welsford. The new Council has experience across education, finance, law, engineering, construction, OH&S, risk and compliance, and project management.

I also thank the ex officio Council members: Tony Coghlan (Principal), Rev Fr Harry Dyer (Rector), June Stewart (Finance Manager), Michelle Symss (Development Manager), Joanne Noone (Dean of Staff), and Aylene Robinson (Executive Assistant) for their support in helping the Council develop a new identity and to understand College operations.

Special thanks to Fr Christian Fini, who in his role as Provincial is representing the Oblates on the Council during this transition period. Fr Fini’s insights, advice, and dedication to his Oblate ministry have been highly valued by the Council. Finally, Parish Priests of the Association of Canonical Administrators make up the remainder of the Council: Fr Eric Alleaume (St John Vianney’s), Fr John Dowling (St Leonard’s), Fr Andrew McCarter (St Peter’s), Fr Kaz Trawicki (Good Shepherd), and Fr Joseph Truong Nguyen (St Joseph’s). I thank all of them for their support this year.

The prolonged impact of the COVID-19 pandemic has resulted in 2021 being every bit as challenging as 2020.

For the 1,448 young men at the College this year, it has meant disruption and further remote learning.

Congratulations to every one of them – and their families – on exhibiting such resilience and persistence.

Thank you to the College teaching and support staff for their capacity to respond to the ever-changing circumstances with such fluidity, and for always considering the interests and wellbeing of the students.

This pandemic has resulted in financial hardship for many people and sectors. The education sector is not immune to such problems, but thanks to prudent financial management by the College leadership team, the previous Council, and the Oblates, Mazenod is well placed to emerge in a relatively good position.

The Council has established five portfolios of operation, through which it will provide advice and support to the College: (1) Faith and Charism; (2) Learning and Teaching; (3) Legal; (4) Finance; and (5) Capital Planning and Infrastructure. In 2021, by virtue of key ongoing projects, the Council primarily focussed on the latter two portfolios. It is an exciting time in the College’s history, with previously planned capital improvements to various parts of the campus commencing in 2021. These highly anticipated facility upgrades will be one disruption actually welcomed by staff and students, as the end result will be enjoyed for many years.

Whilst the Council has worked with Tony Coghlan for only one year, I am certain that all members express gratitude for his role as the first lay Principal of the College. Tony’s outstanding leadership over the last three years has ensured that Mazenod College is well placed to move into its next phase under a new Principal in 2022.

The Council looks forward to meeting the challenges and embracing the opportunities ahead in 2022 and we are confident that we can contribute to Mazenod College rising to the occasion once again.

Dr Eugene B. Fredericks

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An Education in Faith Goals & Intended Outcomes Mazenod College has been served by the Oblates of Mary Immaculate in partnership with the Catholic Archdiocese of Melbourne since 1967. It sees daring and commitment to Christ as essential central elements in its character. We are reminded of this daring in our College motto, 'Leave Nothing Undared for the Kingdom of God'. It requires us to seek, find, share and celebrate the presence of God among us. Mazenod College is named after the Founder of the Oblates, St Eugene de Mazenod, and he asks us to do this as a community.

St Eugene de Mazenod called the people of post-revolutionary France (19th Century) back to a relationship with God. He was especially interested in supporting those that are excluded and left out.

Mazenod College seeks to foster in all its students, development of their knowledge and love of God. Through deepening their faith in Jesus Christ, Mazenod College seeks to develop persons who are responsible and inner-directed, capable of choosing freely in conformity with a well-informed conscience. Mazenod College seeks to promote a moral consciousness in its students, in accordance with Christ's teaching and the mind of the Church and enable them to relate it to their own lives.

Mazenod College seeks to provide a suitable Christian atmosphere that encourages the growth of the whole person; provide the opportunity to integrate culture and faith through the acceptance of Christ and his ideas, attitudes and values. Mazenod College seeks to provide a critical and systematic account of the teaching of the Gospel and the Catholic Church in accordance with the guidelines provided by the Archdiocese whilst at the same time enabling students to experience a sense of Christian Community. It will also put students in touch with their unique Australian catholic heritage.

Achievements 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 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.

Mazenod College aims to foster the faith of its students and to build upon this positive practice of faith and the example set by their families. Mazenod College is proud to provide a very distinctive atmosphere, which is caring, friendly and cooperative.

Value Added – An Education in Faith – What we did in 2021 •

Year 11 students were offered two retreats of three days - 25 students took up this opportunity. Our Year 12 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.

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Our Year 12 students attended an overnight retreat on the theme “From childhood to adulthood”, which took place across 3 venues - Don Bosco Retreat Centre Lysterfield, Don Bosco Camp Safety Beach, and Lyrebird Camp Yellingbo. The students were accompanied by their homeroom teachers, retreat leaders, our Oblate priests and our three youth ministers.

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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 neighbouring communities

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Twice in 2020 the school community participated in a virtual trivia night, created and run by senior students, to raise money for Oblate missions overseas.

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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? Evidences 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.

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Mass is offered at 8.10am Monday to Friday in Mazenod College Chapel, and the whole school celebrates the Eucharist together at four important times in the year. In 2021, whilst in remote learning Mass was celebrated live from Mazenod College Chapel on YouTube.

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Students were welcomed to receive the Sacrament of Reconciliation, made formally made available to all students during Lent and before Christmas.

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Year 8s had a half day when they were challenged to make decisions in line with the Christian faith.

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Year 12 students prompted by Alpha video discussed their faith in small groups.

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Year 12 students were fully engaged by David Kobler in dealing with sexuality, relationships and future family life. These sessions were online due to COVID19 restrictions.

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Year 12s really enjoyed listening to Melbourne based Catholic RNB artist Josh Angrisano’s story from “Addiction to Jesus” as he performed and gave testimony to his faith, encouraging the students in their own faith, to “seek heavenly treasures”

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Year 7s reflected on what is to be male in a commercialised and sexualised society.

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Year 7 students participated in many faith development workshops organised and facilitated by our youth ministers.

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Year 12 students involved themselves in Stations of the Cross, and listened to three fellow students talk about life struggles and their faith.

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Year 11 students attended a voluntary retreat on “Friendship with Jesus through the Eucharist: Deepening our relationship with God” – 25 students took up this invitation

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Year 12s were invited to a "Faith and Pizza" evening with Mr. Tighe.

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Over 150 parents from our Junior School attended our annual online presentation with Mr David Kobler from YourChoicez on the pertinent topic of “Raising Teens in a HyperSexualised Society". This was our first time running this event online and the feedback from everyone who attended in our school community was very positive.

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Current and past students were invited to share an evening reflection and Adoration called “Empowered”.

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Due to COVID 19 restrictions some off campus activities did not take place but these will take place in 2022.

Education in Faith - What we usually do •

Mazenod College students usually raise more than $70 000 for Mission Action Day, which is an annual event where students raised money and distributed it to the Oblate Missions.

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Year 10 students were unable to participate in a Sleep Out due to Covid 19 restrictions but raised a significant amount of money and donated items.

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Mazenod participates in the Building Bridges Interfaith Program with Jewish, Christian and Islamic schools.

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Unfortunately, a lot of our Education in Faith activities had to be cancelled in 2021 due to Covid 19 restrictions but will hopefully take place next year.

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A new and exciting pathway in Year 11 is in the planning this year. We hope to introduce the VCE VET Christian Ministry and Theology where students will attain a certificate in the subject on successful completion of the course.

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Learning, Teaching & Innovation Goals & Intended Outcomes Our major goal for 2021 was to continue to develop our new Learning and Teaching Framework and Guiding Principles.

Mazenod College educates young men utilising the principles of the Visible Learning framework, with a focus on Explicit Direct Instruction and a whole of school Visible Wellbeing approach.

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 Mazenod College is an active member, Dr Michael Reichart and Dr Richard Hawley have identified the core elements for boys’ learning. Boys are relational learners and ‘learn’ their teachers – they choose to learn based as much on teachers as on subjects. Positive and authentic relationships between staff and students, centred around “conversational learning” and founded in mutual respect, are therefore fundamental to what Mazenod does.

We use a Visible Learning Framework based on the research of Professor John Hattie to ensure that we are making a positive difference to maximise the learning outcomes of our students. Visible learning occurs when learning is the explicit and transparent goal. By making learning visible, teachers are more empowered to intervene in meaningful ways to enhance student achievement.

The advocated instructional practice is Explicit Direct Instruction as outlined in the research of John Hollingsworth and Silvia Ybarra. Teachers use a strategic collection of instructional practices combined to design and deliver well-crafted lessons that explicitly teach content to all students. To further support teachers in the design of their lessons and instructional practices, the ten research based principles of instruction outlined in the work of Professor Barak Rosenshine are referred to.

Visible Wellbeing techniques are integrated into teaching practices to build student wellbeing. This approach brings wellbeing to life in practical and accessible ways, extends beyond the classroom into co-curricular activities and seeks to embed a culture of wellbeing across the broader College community. Designed by Professor Lea Waters, wellbeing is made visible by combining the science of wellbeing with the science of learning and teaching.

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Guiding Principles Underpinning Mazenod College Learning and Teaching – Developed in 2020 Mazenod’s learning and teaching pedagogical framework is set upon a set of guiding principles that are followed by all teachers and in all subjects. Teachers collaborate to achieve a consistent approach to these principles: •

respectful relationships: these underpin our learning and teaching. All members of the community display courtesy and respect to one another.

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discipline: Mazenod College values and seeks to instil a discipline towards learning, with resilience and a willingness to learn as features.

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high expectations: in regard to behaviour, attitude, commitment and academic performance.

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equity: a set curriculum and course delivery and a preparation for assessment and assessment tasks that is common across classes within the same subject.

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continuity and progression: are seamless across the year levels with evident pathways for student development in particular subject areas.

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personalised: provision for all students including those with individual needs and those with particular gifts and talents. Enhancement pathways, special needs, modified programs and options in assessment for mainstream are all provided.

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rigorous and relevant: a robust curriculum that is thorough and challenging. The curriculum is regularly reviewed and updated with reference to State and National requirements.

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lifelong learning: a curriculum that is designed to be relevant as both preparation for future learning demands and for a happy and prosperous adult life.

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explicit and scaffolded lessons and tasks: explicit step by step instructions are provided, that graduate learning, building from simple tasks to more complex tasks. Our lesson design seeks to provide a scaffold that enables students to complete tasks, together with a clear understanding of what students are learning and why they are doing so. This is further articulated in rubrics for assessment of tasks and projects.

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regular feedback: Mazenod provides regular assessment for students in many forms including both formative and summative. Feedback is provided in a variety of forms including marking sheets, rubrics, written, audio or video teacher comments, peer feedback and self-evaluation. Student work is returned in an appropriate timeframe, typically within two weeks.

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Learning at Mazenod College A shared framework was developed in 2020 to outline what Learning and Teaching at Mazenod College looks like: Mazenod College teachers educate young men by cultivating strong relationships with and between their students. Cultivating strong relationships involves: •

Maintaining high standards of boys' conduct promoting high expectations of work quality;

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Acknowledge students' academic, social, and cultural backgrounds;

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Encouraging them to respect differing viewpoints and to take responsibility for their own beliefs and actions;

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Stimulating engagement and imagination through the sharing of interests and passions using humour, story, discussion and focussed games.

Mazenod College teachers utilise our visible learning framework that involves: •

Setting clear learning intentions and appropriately challenging goals for our students providing success criteria and modelling what success looks like;

•

Employing a selection of research-based high-impact teaching strategies using evidence-based techniques to inform pedagogy;

•

Adopting a differentiated teaching approach using data collected via a formative and summative assessment;

•

Using a range of regular and continuous feedback methods to enhance learning.

Mazenod College teachers implement an explicit direct instructional practice that involves: •

Structuring lessons with clear learning objectives and success criteria strengthening previous learning with regular review;

•

Presenting new material in small explicit steps involving direct instructions modelling exemplar responses and guiding student practice;

•

Using a variety of formative assessment tools to ascertain student progress, altering the lesson trajectory accordingly;

•

Implementing a range of strategies to support mastery learning in the classroom.

Mazenod College teachers incorporate a visible wellbeing approach to implementing strategies into their daily classroom practice that use the SEARCH framework to foster student wellbeing in the following domains: •

Strengths

•

Emotional Management

•

Attention and Awareness

•

Relationships

•

Coping

•

Habits and Goals

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Learning and Teaching Achievements A continuing learning and teaching achievement for 2021 was our management of lockdown and growth in approaches to flexible learning.

Mazenod College focused on clarity of expectations and structures right from the outset of lockdown keeping things simple and common - while allowing flexibility within that for the early adopters and those more comfortable in the new environment; as structured as following the standard normal bell times every day and recording attendance every lesson. We leveraged existing structures such as teaching team meetings instead of faculty meetings, sharing lesson plans or outlines on common unit pages for each subject, and providing common structures to lessons within a year level team. This strategy simplified, clarified, and bought consistency to the use of our LMS for online delivery; and this in turn supported our students with certainty and daily connection.

Unlike in 2020, 2021 saw staff well versed in online teaching methodologies, and students easily transitioning in and out of lockdown. Upon return to face-to-face teaching in Term 4, the focus turned to rebuild the learning culture, and this focus will continue into 2022.

Value Added - Learning Diversity and Student Learning Support 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 13 dedicated teachers and learning support officers, ensures that Mazenod College is able to offer well structured Literacy & Numeracy support programs, in addition to 1:1 in class assistance. This support is vital in ensuring that all students are able to access the learning that is available. In addition, the team provides activities such as Homework Program and Film Club.

In 2021, the leadership team worked to develop supportive processes to assist teaching staff in maintaining appropriate personalised learning programs along with supporting adjustments and evidence for students identified in the annual Nationally Consistent Collection of Data. In 2021, 221 students were identified as having adjustments made to their program and were included in the NCCD. Of these 221 students, 186 were identified as requiring supplementary or substantial assistance. The funding provided by the Commonwealth Government ensures that the College can staff the support team to assist the relevant students in accessing their learning on the same basis as their peers.

Value Added - Enhancement Program 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 and Year 9

•

Enhancement Mathematics Years 7 & 8

•

Enhancement Mathematics Year 9, Year 10

•

Enhancement English Year 10, Science Year 10, 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

•

VCE Units 1 & 2 History Year 10

•

Religion & Society Units 3 & 4 in Year 11

•

Numerous other Units 3&4 in Year 11

•

University Enhancement subjects in Year 12

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Value Added - Learning and Teaching Despite the challenges of COVID lockdowns, students were still offered rich learning experiences within and beyond the classroom, including: Humanities: • • •

The Australian History Competition (entered by our Year 9 Enhancement History students) two saw students awarded High Distinctions; The Parliament Prize (run by the Victorian Parliament, entered by our Y11 Politics students); The Hotham Writing Prize (run by the office of Clare O’Neil MP, the Federal Member of Hotham, entered by our VCE Politics students) – a Year 11 student was the winner of the Prize in 2021 (resulting in Mazenod College being mentioned in Federal Parliament).

Science: •

Students from Mazenod College participate in the International Science Competitions and Assessments for Science (ICAS), with many High Distinctions, Distinctions, Credit and Merit Certificates. High Distinction Certificate achievers are rated in the top 1% of all entrants. Statistically 50% of students from Mazenod College achieve a certificate of credit or higher, an outstanding performance.

•

The Science Talent Search is an annual competition open to all primary and secondary school students in Victoria. The Year 10 Enhancement Class participates in this competition, with a few bursary winners.

Many students from Mazenod College are given special mention on their practical investigation tasks from the judges.

•

Our Year 8 Enhancement Students participate in a semester long Robotics course using the Lego Mindstorms kits.

Mathematics: •

Students achieve great results in the Australian Mathematics Competition. A very large number of students participate in the competition with numerous High Distinctions (top 3% in Country) and distinctions (top 20% in Country).

•

Our Year 7&8 Enhancement students participate in the Da Vinci Decathlon.

Careers: •

All year 11s participated in the Careers and Industry Conference for three days residential in the city

Languages: •

Our VCE Japanese students participate in a mock UN General Assembly;

•

Our language students participate in the annual Dante Alighieri competition;

•

Year Ten Japanese and Italian students participate in interschool language clubs with other local schools studying these languages. This activity strengthens our bond with other nearby Catholic schools, networking and language learning.

General: •

Many of our Literature, Enhancement and Visual Arts students were published in Catholic Education annual anthology Shared Stories;

•

Students participated in our Book Club and Kerbal Space Program in the Library;

•

A large number of students participate in the Victorian Premiers' Reading Challenge with many successfully meeting the challenge to read the required number of books between February and August.

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VCE Comparison Results 2021 Certificate completion rates are: VCE Completion Rate: 100%

VCAL Completion Rate: 91%

VET Completion Rate: 84%

Highest VCAA study scores in each subject Subject

Result

Subject

Result

Accounting

33

History: Revolutions

48

Applied Comp: Software Development

45

Languages: Italian

40

Applied Computing: Data Analytics

47

Languages: Japanese

40

Biology

41

Legal Studies

43

Business Management

50

Literature

41

Chemistry

44

Maths: Further Mathematics

45

Chinese Language Culture And Society

46

Maths: Mathematical Methods

43

Creative And Digital Media (VCE VET)

39

Maths: Specialist Mathematics

40

Drama

45

Music Investigation

31

Economics

36

Music Performance

37

Engineering Studies (VCE VET)

25

Physical Education

39

English

46

Physics

39

English (EAL)

40

Psychology

42

English Language

42

Religion And Society

48

Furnishing (VCE VET)

44

Sport And Recreation (VCE VET)

37

Geography

50

Studio Arts

45

Global Politics

43

Visual Communication Design

42

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Published VCAA Study Score Details 2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

Median

33

33

32

32

32

32

32

32

32

32

% 40’s

14

12

10

10

11.5

10.9

12.6

11.2

10.9

11.0

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

82.3

82.5

80.7

82.80

79.2

78.05

80.2

81.1

78.85

79.05

ATARs

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

90 + (%)

36

31

32

24

24

26

27

25

24

28

80 – 90

27

27

22

27

24

21

24

29

24

20

70 – 80

18

20

16

17

18

15

20

14

20

23

Less 70

19

22

30

32

34

37

29

32

32

30

ATAR Distribution Median ATAR

28% of Year 12 students had an ATAR score equal to 90 or more in 2021, placing them in the top 10% of the State. 71% of students had an ATAR score equal to 70 or more.

Mazenod College conducted PAT tests late in 2021 to facilitate the tracking of students and provide alternative data to NAPLAN. The tests were conducted at Years 7-9 in Maths, English and Science.

Our data analysis software Track One, was used to correlate the PAT data with previous years NAPLAN data as well as College xxam and other assessment data from 2021 to identify students whose progress may have been compromised by the COVID lockdown and who may benefit from our structured tutor program instigated early in 2021.

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Mazenod College number of ATAR scores over 90 2012 62

90+

2013 55

2014 56

2015 42

2016 38

2017 49

2018 47

2019 46

2020 45

2021 56

Number of Year 12 students with ATARs over 90

70 60

Number of Year 12 students with ATARs over 90 62 55

56

56

Number of Students

50

49

47

46

45

2018

2019

2020

42

40

38

30 20 10 0

2012

2013

2014

2015

2016

2017

Year

Number of Year 12 students with ATARs over 90

20 | P a g e

2021

University Enhancement Studies in Year 12 at Mazenod College As a culmination to our enhancement programs across Years 7-12. Some of our high achieving students study a University subject in Year 12.

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

7

14

8

2

1

1

2

4

1

2

Mathematics

4

11

7

History

1

1

2

1

1

1

Total students Subject enrolments

1 1

Biology Accounting Information Technology

1

2

1

1

1

1

Japanese Philosophy

1

Politics

2

Marketing

1

Results (ATAR Increments) High Distinctions = 5.5

3

Distinctions = 5.0

1

5

2

1

2

1

1

2

1

Credits = 5.0 Pass = 4.0

4

3

Unit 3&4 Religion and Society in Year 11 at Mazenod College The majority of our Year 11 students study Unit 3&4 Religion and Society in Year 11.

They achieve outstanding results as indicated below.

In 2021, 59 Year 11 students scored a study score of 35 or more in this Year 12 subject.

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

173

166

156

155

171

168

148

148

174

153

Study score 40+

15

14

19

14

21

23

31

17

17

26

Study score 35-39

27

38

47

39

46

50

38

33

53

33

Total students Results

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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 2021, 56 students did this as indicated below, achieving 36 study scores of 35 or more.

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

50

48

57

46

46

58

47

50

60

56

IT: Software Dev.

9

7

9

7

7

11

13

14

14

11

History

7

10

8

9

14

8

8

9

11

8

Biology

14

13

23

10

10

20

9

10

16

14

9

5

9

9

5

7

3

6

2

5

1

1

3

1

1

Total students enrolled Subject enrolments

Music – Group (Performance) Music – Solo (Investigation) Italian

1

Chinese (2nd language) Japanese (2nd language)

2 2

2

5

1

2

1

1

Accounting

2

1

International Politics Psychology

3

Business Management

5

5

Further Mathematics Mathematical Methods

1

1 4

6

2

2

8

3

1 1

Geography Physical Education

11

1 1

3

3

1

1 2

1

Dance

5

1

1

Other (Languages)

5

4

5

4

4

3

Study score 40+

15

19

16

16

13

17

21

15

18

17

Study score 35-39

19

14

20

15

19

22

15

16

32

19

Study score <35

16

15

21

15

14

19

11

19

10

20

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A summary of our key senior school data follows. It shows that despite the interruptions of a number of lockdowns in 2021 our students achieved results commensurate with other years.

•

Number of students scoring 99+ ATAR: 5

•

Number of students scoring 95+ ATAR: 29

•

Number of students scoring 90+ ATAR: 56 (28%)

•

Number of students with a perfect study score of 50: 5

•

Perfect 50s in: Business Management, Geography

•

Number of study scores of 40+ (top 8%): 126, scored in 31 different subjects.

For the seventh year in a row Mazenod had a student in Top Class auditions for Drama.

Victorian School Ranking for number of Mazenod College students scoring a 40+ Study Score in the following subjects: •

Religion and Society: 26 students, 1st school in the State

•

VCE VET Furnishing: 2 students, equal 1st in the State

•

Applied Computing: Software Development; 7 students, 3rd in the State

•

History Revolutions: 7 students, equal 5th in the State

•

Global Politics: 4 students, equal 11th in the State

•

Geography: 3 students, equal 11th in the State.

Mazenod College was the only school in Victoria to place in the top 12 on these rankings for the 3 humanities subjects: Geography, Global Politics and History Revolutions.

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NAPLAN 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.

Proportion of Students Meeting the Minimum Standards

NAPLAN Tests

2019 %

2020

2019 – 2020 changes

*

*

2021 %

2019 – 2021 changes *

YR 07 Grammar & Punctuation

99.6

-

-

95.6

-

YR 07 Numeracy

100.0

-

-

98.8

-

YR 07 Reading

99.6

-

-

99.6

-

YR 07 Spelling

99.2

-

-

96.8

-

YR 07 Writing

99.2

-

-

96.0

-

YR 09 Grammar & Punctuation

96.3

-

-

97.0

-

YR 09 Numeracy

100.0

-

-

99.6

-

YR 09 Reading

98.7

-

-

97.8

-

YR 09 Spelling

97.5

-

-

96.2

-

YR 09 Writing

92.3

-

-

92.3

-

* 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.

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In 2021, Mazenod College received another round of pleasing NAPLAN results. With over 95% of all students in Year 7 meeting or exceeding the National Minimum Standard in all domains and a similar 93% of all students in Year 9 meeting or exceeding the National Minimum Standard in all domains. Between 2019 and 2021 85% of students now in Year 9 at the end of 2021 demonstrated medium or high growth in reading, and 75% demonstrated medium or high growth in numeracy.

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Student Wellbeing Goals & Intended Outcomes “The Catholic School is committed to the development of the whole person since in Christ, the Perfect human, all human values find their fulfilment and unity”. (The Sacred Congregation for Catholic Education).

This implies the following objectives: That Mazenod College seeks to develop the individual character and personality of each student, his sense of dignity and self-worth by promoting in each student: •

Self-reliance and self-discipline;

•

Personal initiative and capacity for leadership;

•

Reliability, honesty and integrity.

That Mazenod seeks to promote in each of its students: •

Tolerance and respect for others and others’ opinions, beliefs and cultures and especially those of their fellow students who come from diverse cultural backgrounds;

•

Sensitivity to other peoples’ needs and respect for their rights and property;

•

Responsiveness to the call from every part of the world for a more just society;

•

An appreciation in students of their total environment, physical, cultural and spiritual with its accompanying responsibility to safeguard and promote it.

Mazenod College will cultivate the development of our young students into confident young adults with a sense of compassion, initiative and wellbeing.

Mazenod College will also continue to promote and strengthen student leadership from Years 7-12.

Mazenod College will maintain its progress to resource and develop programs that help identify and extend our gifted students, as well as developing the Special Needs Program and ESL.

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Student Wellbeing Achievements

In 2020 Mazenod College introduced visible wellbeing as a whole school approach. This commenced with a partnership with Professor Lea Waters starting with staff training and the introduction of the SEARCH Framework. The visible wellbeing approach complements our existing student wellbeing programs which are delivered at Mazenod College in a variety of formats including extended homerooms, seminars, personal and social learning timetabled classes, retreats, camps and dedicated personal development days. All wellbeing programs are designed to address age and stage wellbeing issues.

Visible Wellbeing will be our approach to creating resilient, happy and successful young men. The goal of a Visible Wellbeing approach is to make wellbeing visible so that we can proactively intervene and make changes in our students’ lives and our own. We do this through acknowledging the negative, but specifically working to amplify the positives and increase overall wellbeing with students and staff consciously thinking about what they SEE, HEAR and FEEL in all situations.

Visible Wellbeing is how we will support every student at Mazenod College to strive to reach their potential by being intentionally aware of his own wellbeing and the wellbeing of others.

A major achievement of note in 2021 was our purposeful and structured approach to remote learning that saw all teachers meet their students via Google Meet in all lessons and homerooms. We maintained as much as possible a consistent routine and a positive connection with our students to support their wellbeing during lockdown periods.

Each Year level is under the care of a Coordinator and each class has a Homeroom Teacher whose role is primarily pastoral. In addition to our Priests and a supportive group of teachers, Mazenod College has the benefit of two full-time Counsellors and a Careers/Pathways Coordinator.

Mazenod College has established a Peer Support and Pastoral Care Program which promotes a caring, supportive and friendly environment across the year levels. The program allows senior students to further develop their leadership skills and was also introduced to extend the pastoral care network within Mazenod College Community.

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Value Added – Student Wellbeing – What we did in 2021 •

A very well-developed instrumental music program, with hundreds of students receiving weekly individual music lessons on orchestral instruments and participating in a full range of orchestras, bands and ensembles. Lessons continued in remote learning.

•

Every student in the school participates in 100 minutes of organised sport each week.

•

Participation in every ACC Inter-School Sport that was conducted. Many others were cancelled for 2021.

•

The vast majority of students represent Mazenod College in at least one ACC event (Association of Catholic Colleges).

•

Many students participated in our comprehensive Volleyball program, training and playing weekly, dominating the ACC competitions.

•

60 students participated in the Chess club, receiving weekly tuition, and recording record breaking wins in the ACC. Our open chess team won gold in both the State and National Championships. Our middle years team won silver in the State Championships.

•

Outstanding debating success at ACC level, and at the Debating Association of Victoria’s (DAV) state finals. Mazenod College won the Junior ACC Debating & Public Speaking Competition, and our Year 10 debaters also came first.

•

Our public speakers usually competed with success at the VCAA’s Plain English-Speaking competition, the annual Lions Club Youth of the Year competition and Rotary Club Public Speaking Competition.

•

The Performing Arts Department held an online Performing Arts Festival in the evening featuring music, dance and film items from all levels.

•

The Music Department held various evening events online, with many students participating.

•

Years 10, 11 and 12 also participate in Mazenod’s Social Justice program which includes; Rosies Street Mission, RE days, retreats and Community Service.

•

Student driven initiatives to highlight inclusivity and mental health such as RUOK? Day and World’s Greatest Shave.

•

Peer support Year 11 with Year 7.

•

Our senior badminton team placed second in the ACC Badminton Championship. This sport is one of the fastest in the world and the team can be very proud of their achievement.

Value Added – Student Wellbeing – What we usually do •

Our highly successful annual musical production, held at the Besen Theatre, was cancelled for 2021.

•

Our highly successful Volleyball program participation at State and National level was cancelled.

•

A group of music students usually travel to Mt Gambier for the Generations in Jazz Music Festival with students from across the region.

•

The Stage Band, the Founders’ Ensemble and other groups usually represent Mazenod College at the Victorian Schools Music Festival, receiving awards.

•

Our musicians usually compete in the annual Boroondara Eisteddfod.

•

Groups of students usually travel biennially to Japan, Italy and China for two week cultural exchanges.

•

A group of 19 Year 10 and 11 students usually participate biennially in a two week cultural tour to Central Australia.

•

A group of Year 10-12 students usually participate biennially in a two-week program involving personal development, STEM and group simulations to NASA.

•

Many usual social justice activities were cancelled, including Red Cross door knock, St Vincent de Paul Winter Sleepout and the Special Olympics.

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ACC Results 2021 Mazenod excelled in 2021 in the areas of volleyball, golf, chess, debating and public speaking. Many sports we usually participate in were cancelled for the year.

Overall

Senior

Intermediate

Junior

4

5

3

2

1

1

1

Debating

1

1

Public Speaking

2

1

Swimming Division 1 Chess

Golf Division 2

5

3

ACC Competition – What we usually do Senior

Year 10

Year 9

Year 8

Year 7

Term 1 & 4 Tennis DIV 1 & 2

2

Volleyball Div 1 A & 1 B

1

Volleyball Div 2 A & 2B

1

Cricket A & B

3

Term 2 Football Div 1 & 2

7

7

7

7

7

Soccer Div 1 & 2

2

4

6

7

4

5

2

4

Badminton

2

2

2

Lawn Bowls

5

Term 3 Basketball Div 1A & B Basketball Div 2A & B Hockey Div 1 & 2 Table Tennis Div 1 & 2 Athletics Cross Country

32 | P a g e

Student Satisfaction •

The participation of students in sport, music and community service, along with our sound academic results, is a testament to the diverse and flourishing culture of our College. Very high student attendance at major College events such as the Inaugural Mass and in normal years the annual Speech Night at Robert Blackwood Hall. Speech Night was cancelled in 2020. Very high attendance and participation at House Athletics and House Swimming Carnivals.

•

The high number of students that volunteer to help Mazenod College, for example, Mazenod College holds an open day and several tours each year and many parents within the community are guided around the school by our current students, who are obviously extremely proud to show off their College.

Students recognise the strengths of the College, expressing greater positivity than the MACS average on almost every category, including: • • • • • • • •

Rigorous Expectations School Engagement School Climate Teacher-Student Relationships School Belonging Learning Disposition Student Safety Catholic Identity

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Student Attendance Student’s attendance is recorded every morning during Homeroom, and during every period of the day. We record students attendance in Homeroom or whenever they arrive to school after this. Parents are required to ring the school if their child is absent. All school related and long-term absences are noted. We then 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 Homeroom or the last period.

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Overall

2012

96.0

95.1

94.4

95.6

95.8

97.3

95.7

2013

96.1

95.1

93.8

95.5

97.4

96.2

95.7

2014

95.4

95.4

94.5

95.6

96.4

97.4

95.8

2015

96.4

95.0

94.7

95.6

95.1

96.5

95.5

2016

96.5

95.6

94.8

95.6

96.0

96.5

95.8

2017

96.0

95.0

95.0

95.2

96.5

97.4

95.8

2018

96.1

94.9

95.0

95.3

96.4

97.1

95.8

2019

95.6

94.5

94.4

94.9

95.7

96.6

95.3

2020

96.9

96.0

95.7

96.2

NA

NA

96.2

2021

95.7

94.9

94.5

94.2

95.4

96.8

95.3

The overall student’s attendance percentage is 95.3%. This high percentage attendance rate at all levels is testament to the very positive student satisfaction rate.

Student Retention The apparent student retention rate from Year 9 2018 to Year 12 2021 was 94.3%. The College has a very long standing tradition of an extensive vocational based pathway commencing in Year 10. Since the advent of the VCAL certificate, this program became firmly established at Year 11, initially as our one year VCAL program, but in recent years it has extended to Year 12. In 2020, two Year 11 students took this VCAL program and moved to TAFE, apprenticeships and work at the end of the year. In addition, in 2021 we had a VCAL program in Year 12 with an enrolment of 26.

Percentage figures in the following table includes students enrolled in Year 12 of the current year together with those completing VCAL in Year 11 in the previous year.

Student % retention rate

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2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

94.7

97.2

91.4

90

95.1

94.1

92.5

91.3

89.5

94.3

Student Enrolment Profile Funding for Catholic schools is determined on the basis of enrolments at key census dates in February and August. The enrolment data for the last few years is provided below. Mazenod continues to grow as new streams roll through, with a projected maximum of 1500.

Feb 2012

Feb 2013

Feb 2014

Feb 2015

Feb 2016

Feb 2017

Feb 2018

Feb 2019

Feb 2020

Feb 2021

Year 7

218

224

237

252

250

252

252

245

252

254

Year 8

213

221

224

238

251

249

250

252

245

248

Year 9

210

206

220

226

232

249

245

251

243

239

Year 10

203

204

205

219

221

226

242

246

242

238

Year 11

209

198

200

202

218

214

219

236

244

237

Year 12

181

188

183

177

187

206

202

204

222

236

Total

1234

1241

1269

1314

1359

1396

1410

1434

1448

1452

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Post Year 12 Destination Information Summary of Destinations for 2021 Mazenod College Year 12 Graduates •

Total of Year 12 Students

232

•

VCE students

213

•

VCAL Senior students

19

•

Tertiary Applications

192

•

No VTAC Application

40

First Round Offers: 178

Number of Students

% of Total Year 12 Cohort

University

159

71.62%

VET Certificate IV+ (TAFE)

17

7.66%

Other (Private Providers)

2

0.9%

178

80.18%

Total students

Summary of University Destinations by Institution Institution

Number of Offers

% of all Students Receiving University Offer

Australian Catholic University

3

1.9%

Deakin University

35

22%

Federation University

1

0.6%

La Trobe University

4

2.5%

Monash University

71

44.8%

RMIT University

20

12.5%

Swinburne University

12

7.5%

The University of Melbourne

6

3.8%

Victoria University

6

3.8%

William Angliss Higher Ed

1

0.6%

159

100%

Total Offers

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Summary of Destinations for TAFE Institution

Number of Offers

% of all Students Receiving TAFE Offer

Box Hill Institute

1

5.8%

William Angliss Institute

3

17.7%

RMIT TAFE

9

52.9%

Swinburne TAFE

4

23.6%

Total Offers

17

100%

*NOTE: Holmesglen Institute no longer makes offers via VTAC. Many VCAL & VCE students that did not complete a VTAC application, chose to complete a direct application to Holmeslgen. These figures not no take into account offers made directly to students outside of VTAC.

Summary of Private Provider Destinations by Institution Number of Offers

% of All Students Receiving Private Provider Offer

Deakin College

2

100%

Total Offers

2

100%

Institution

Breakdown of Offers by Areas of Study, including Double Degrees Agriculture, Environmental & Related Studies

1

Architecture & Building

9

Creative Arts

17

Education

8

Engineering & Related Technology

25

Food, Hospitality & Personal Services

3

Health

29

Information Technology

21

Management & Commerce

52

Natural & Physical Sciences

29

Society & Culture

32

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Child Safe Standards Goals & Intended Outcomes In complying with Ministerial Order 870, 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 of its students. All community members have a responsibility to minimise the risks that students may be subjected to and have been instructed to immediately act upon any issue that comes to their attention.

Achievements Specifically, Mazenod College has: •

Attended in-service activities conducted by Victorian Registration and Qualifications Authority (VQRA).

The Department of Education Training Victoria and Catholic Education Melbourne have guided the Executive in developing the Child Safe Policy.

•

In-serviced staff as to their specific responsibilities in regard to 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.

•

Advertised our Code of Conduct on Mazenod College website and the wider community through our weekly newsletter and parent emails.

•

Review the recruitment and on-boarding of staff to ensure the safety, wellbeing and inclusion of all students in our care.

•

Ensured that our hiring practices comply with Child Safe Standards as set out by MACS.

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Leadership & Management Goals & Intended Outcomes • •

To implement our new leadership structures To further develop middle leaders

Achievements The restructured Deputy Principal positions commenced in 2021: • Deputy Principal Learning & Teaching – Dr Matthew Fyfield • Deputy Principal Curriculum and Staffing – Mr Noel Jenkinson • Deputy Principal Students - Mr Tim Ford • Deputy Principal Operations & Compliance - Mr Tony Rolfe The restructured Positions of Leadership (POL’s) commenced in 2021 A new detailed organisation chart outlining this restructure was developed to show all leadership roles under the four pillars of Faith, Learning and Teaching, Student Wellbeing and Organisation and Compliance.

The focus of the four pillars is essentially: Faith and Charism: Oblate Charism and Oblate Leadership, New College Rector, Oblate Youth Team Learning & Teaching: Visible Learning, Explicit Teaching, Data Driven Outcomes, Curriculum & Staffing Students: Visible Wellbeing (Professor Lea Waters) Organization & Compliance: Community Groups and Networks, Middle School Works - Building Development Leadership Achievements for 2021 • •

•

Five staff members were accepted into the HALT accreditation program. The program is mapped to the six AITSL standards of classroom practice. The aim is to certify teachers at the highly accomplished or lead level of teaching.

Mental fitness workshops were developed and run by the College psychologists. Eight participants engaged in a series of workshops that built upon Stephen Covey’s ‘Circles of Concern and Influence’, and ‘Seven Habits of Highly Effective People’. These included the habits of Independence, Interdependence and Continued Growth.

Two members of the College Executive Leadership team participated in the annual Women in Leadership conference run by the National Excellence in School Leadership Institute. The online conference encouraged the development of female leaders aiming to progress their careers in education.

Implementation of Data Tracking, Analysis and Recording Systems: As a follow-up to the choice of our new LMS ("Schoolbox"), and in response to our full school review, the planned adoption of: •

a new data tracking system, Track One;

•

a new internet analysis and monitoring tool, Edquire and;

•

a new human resources staff records system, EMS360; were all implemented in 2021 and will form a component of the 2022 goals and professional learning program.

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Expenditure and Teacher Participation in Professional Learning Description of Professional Learning undertaken in 2021 All teachers at Mazenod College undertook a variety of professional learning activities in 2021, predominantly focused on our twin PL priorities, Visible Wellbeing and Visible Learning. Staff again worked in Professional Learning Teams (PLT) as part of the Staff Development Program and also participated in external professional learning activities that complemented the focus of their PLT. The Visible Wellbeing Program addressed in a series of externally facilitated, whole staff PL sessions, drawing on the work of Professor Lea Waters. These sessions focused on introducing and applying the SEARCH framework. Staff also enjoyed 24 short sessions introducing each of the Character Strengths in the VIA framework.

The Visible Learning Program saw each teacher complete a range of personal learning activities to develop a working knowledge of the High Impact Teaching Strategies, which seek to operationalise Hattie’s evidencebased teaching practices into classroom ready principles. These activities included: •

A self-evaluation survey rating current proficiency in each of the 10 HITS;

•

Self-nomination of one focus strategy;

•

Structured professional reading and reflection;

•

Peer observation of classroom practice (both internally and externally);

•

The application of new learning to classroom environments;

The flexibility enabled by this personal approach to the activities of Professional Learning saw teaching staff choose to focus on an area of pedagogy they identified as needing growth. These projects became the basis of an individual staff ARM in Term 3.

A highlight of the Visible Learning program is a full day peer sharing showcase day in Term 2 during which staff present exceptional practice in a range of seminar sessions.

As well as professional learning that had as its focus improved teaching practice and supporting staff in remote teaching, staff also completed a number of workshops and online training modules including: •

Faith and Charism formation

•

First Aid level 2

•

Anaphylaxis Training

•

Disability Standards for Education online e-learning modules

•

Protecting Children - Mandatory Reporting and other obligations

•

Child Safe: Mandatory Reporting online modules

•

Safe School Implementation - becoming compliant with Ministerial Order 870

•

Concussion Recognition Tool29

•

Best Practice School Marketing and Reputation

•

Spring Fox Resilient Educators Program

•

NCCD briefing for leaders and training for all teachers

•

Certificate IV in Training and Assessment (VET Teachers)

Many staff members again 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.

125 teachers participated in PL in 2021 for a total expenditure of $113,193 which is approximately $905 per teaching staff member. This was higher than in 2020 but lower than typical years due to the COVID lockdowns and a greater proportion of internally delivered PL. 40 | P a g e

Teacher Satisfaction Mazenod College enjoys high staff morale, and this is reflected in a number of ways: •

The high attendance rate for teachers is 92.8%.

•

The low movement of permanent teaching staff members each year with a teacher retention rate of 94% between 2020 & 2010, and 92% between 2021 and 2022. Of the ten who departed at the end of 2021, 5 retired.

•

The high level of qualifications gained, and further study being undertaken.

•

A very active staff social committee.

•

A strong sense of support and belonging as fostered by the presence of the Oblate Religious Community.

Our staff show a great sense of self-efficacy, and express trust in our school culture, as borne out by the following metrics. Staff positivity in these categories was well above the MACS average: • • • • • • • • •

Rigorous Expectations School Engagement School Climate Teacher-Student Relationships School Belonging Learning Disposition Student Safety Student Voice Catholic Identity

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Current Staff Years of Service In 2021 there were 30 teachers (and 35 total staff) with more than 20 years of service to the college Years of Service

All Staff

Teachers

16 6 13 35

14 4 12 30

20 - 24 25 – 29 30 + Total

Staff Service Presentations 2021 The following number of staff were awarded service presentations at the end of 2021 Years of Service

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

10

10

7

5

5

3

8

7

6

11

1

15

4

4

2

3

3

10

4

2

3

5

20

1

4

2

2

2

3

4

1

2

2

25

4

2

3

2

2

2

1

1

2

4

2

1

1

1

2

30

2

35

1

40

1

Total

19

17

15

12

10

1

1

28

18

13

21

9

Teaching Staff Retention 12-13

13-14

14-15

15-16

16-17

17-18

18-19

19-20

20 - 21

21-22

91%

94%

96%

96%

96%

93%

93%

92%

94%

92%

Staff leaving

9

6

4

5

5

8

9

11

7

10

Retired

3

1

2

3

1

2

2

4

4

5

Moved interstate/overseas

1

Teachers’ retention rate

Moved to country

1

1

1

3

1

1

4

2

Moved to industry

1

1

Religious Order

1

Moved schools

5

1

2

5

2

2 2 3

Travelled

1

Full time study

1

This high percentage retention rate is testament to the very positive teacher satisfaction rate.

The “Teaching staff” retention rate is 92%, whilst the “All staff” retention rate is 89.2%

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2

3 1

Recruitment of Teaching Staff Teaching Staff Recruitment for this year Females 1 7 5 7 3 4 2 6 5 4 6

2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022

Teaching Staff Leaving from this year

Males 4 2 3 2 5 8 6 9 9 3 4

Females 3 4 3 3 2 5 4 5 3 3

Males 6 1 1 2 3 3 5 6 4 7

Workplace Profile 2021 Teachers Full time Part Time Total Non-Teachers Full time Part Time Total • •

Male 55 15 70 Male 19 13 32

Female 29 26 55 Female 18 22 40

Total 84 41 125 Total 37 35 72

Mazenod employed 125 teaching staff and 197 total staff in 2021 Mazenod employed 111.3 full time equivalent teaching staff. Of the 111 full time equivalent teaching staff, 59% FTE were male and 41% FTE were female.

Staff Attendance Average percentage attendance rate for the 125 teachers was 92.8%. This represents an average of 15 days leave for all reasons per teaching staff member. The average number of sick, extended illness and maternity leave days per teaching staff member was a low 8.6 days.

Teachers’ average % attendance rate All staff average % attendance rate Teaching staff leave Total leave days Sick Maternity & Extended Compassionate Paternity Carers Leave without pay Long service

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

96.4

94.9

94.7

93

94.7

94.6

94.7

94.2

94.1

92.8

96.8

95.2

95.1

94.2

95.3

95.3

95.1

94.5

95.7

94.2

696 336 0 9 5 31 67 249

1035 320 210 4 9 44 36 412

1126 332 375 14 15 59 62 269

1582 358 300 14 7 87 132 684

1226 389 273 20 22 124 34 364

1266 424 174 16 25 131 113 383

1194 422 277 4 0 165 84 242

1361 524 138 5 20 139 48 487

1121 639 0 20 17 93 210 142

1678 761 190 8 22 81 68 548

This high percentage attendance rate is testament to the very positive teacher satisfaction rate.

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TEACHER QUALIFICATIONS Doctorate

1.7%

Masters

26.1%

Graduate

43.7%

Graduate Certificate

3.4%

Bachelor’s degree

73.9%

Advanced Diploma

17.6%

No Qualifications Listed

1.7%

STAFF COMPOSITION Principal Class (Headcount)

5.0

Teaching Staff (Headcount)

125.0

Teaching Staff (FTE)

111.3

Non-Teaching Staff (Headcount)

72.0

Non-Teaching Staff (FTE)

59.1

Indigenous Teaching Staff (Headcount)

0.0

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College Community Goals & Intended Outcomes Mazenod envisions itself as being a community cooperating, witnessing Gospel values and responding to a call to service and responsibility to others. We aim to: •

Provide pastoral care to the individual student

•

Cultivate a friendly and caring atmosphere

•

Cultivate community by maximising personal communication between staff and students and among staff, students, and parents

•

Develop an attitude of cooperation with, and a sense of belonging, not only to the school community but also to related community groups. This includes involvement with wider and different community groups, e.g., Parish, local social organisations, and organisations with different concerns such as the St. Vincent de Paul Society, cancer organisations and RSL Anzac Day and Remembrance Day Appeals

•

Promote within Mazenod's Community an appreciation of the family as the basic unit of society, as the source of its being, and that in responding to each student, we respond to the basic community

•

Cultivate the loyalty and solidarity of students towards the College.

College Community Achievements: Mazenod College works in conjunction with our Old Boy Associations and Parent Bodies to ensure that the values and teachings of Christ and St Eugene de Mazenod are experienced throughout the wider community. This ensures that our students can become witnesses to these teachings and can be living examples of Christ's love.

This occurs in the Old Boy network on the sport's area and through sporting clubs such as the Old Collegians Football, Soccer, Volleyball and Cricket clubs, as well as providing the opportunity for the physical and intellectually disadvantaged sports person through the Mazenod Panthers a member of the FIDA. Through the Mazenod Old Collegians Association (MOCA) which assists the Mazenod Community through: •

Pastoral care and mentoring to current and past students

•

Funding various Old Collegians' sporting club initiatives

•

The provision of sponsorship to current and past students

•

Assistance with employment opportunities

•

Donations & awards to various Mazenod College events

•

In assisting with work experience & careers

•

Establishing a benevolent fund & assisting those Mazenod Community members who are in need with financial and emotional support

Through our Parent bodies and their involvement with social events such as Father/Son Fishing Days, Mothers’ and Fathers’ Day Breakfasts, Mothers' Day Dinner, assistance with Social Justice activities (The Vinnies Winter Sleep Out) Through the provision of Parent Education evenings that assist parents with strategies in raising boys in a hypersexualised society.

Through the College's involvement in the Visible Wellbeing program and the Building Bridges Interfaith Dialogue program.

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Co-Curricular Achievements: •

A very well-developed instrumental music program, with hundreds of students receiving weekly individual music lessons on orchestral instruments and participating in a full range of orchestras, bands, and ensembles.

•

Our musical production "We Will Rock You" was unfortunately cancelled due to COVID

•

Every student in the school participates in 100 minutes of organised sport each week

•

Participation in ACC Inter-School Sport

•

Many of our students represented Mazenod College in at least one ACC event (Association of Catholic Colleges)

•

Many students participated in our comprehensive volleyball program, training and playing weekly, dominating the ACC competitions and winning numerous State level honours

•

Our Senior Badminton team won the ACC Badminton Championship. This sport is one of the fastest in the world and the team can be very proud of their achievement

•

Outstanding debating success at ACC level, and at the Debating Association of Victoria's (DAV) state finals.

•

Our public speakers competed with success at the VCAA's Plain English-Speaking competition and the annual Lions Club Youth of the Year competition.

•

The Performing Arts Department held a Performing Arts Festival in the evening featuring music, dance and film items from all levels

•

The Music Department held its annual Junior Music Gala evening, with over 100 students participating

•

Students at the 12 and 11 levels participate in Mazenod's Social Justice program which includes: Rosies and RE days, Retreats and supporting St Vincent de Paul

Value Added - Instrumental Music Program The number of students receiving individual music lessons in the exceptional College Instrumental Program at the end of 2021 was in excess of 250. Lessons continued online during lockdown.

Students study the following instruments with our team of 16 instrumental music teachers: Bassoon, cello, clarinet, cornet, double bass, euphonium, flute, french horn, oboe, percussion, saxophone, trombone, trumpet, tuba, viola, violin

Students have the opportunity to join the following range of ensembles: Junior Strings, String Quartets, Boyle Strings, Chamber Strings, Chet Baker Band, Concert Band Dorsey Band, Monk Big Band, Flute Ensemble, Founders Ensemble, Junior Vocal, Liturgy Choir, Senior Vocal, Stage Band, Swing Band, Symphonic Wind Band and the Symphony Orchestra.

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Parent Satisfaction Our parents continue to show great trust in the College, as borne out by the fact that in the 2021 MACSISS survey our parents’ expressed positivity above the MACS average in every category including:

•

Family Engagement

•

School Fit

•

School Climate

•

Student Safety

•

Communication

•

Catholic Identity

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Future Directions Building Plans In 2022, the College is continuing the eight-stage redevelopment and refurbishment of the original buildings.

This will ensure that students experience contemporary learning spaces. The educational blueprint of our architects and designers was for our students to be inspired when meeting their learning and teaching outcomes. These spaces will meet our learning needs for the next fifty years.

The building features: •

A larger, more extensive Learning Diversity Centre, catering for the diverse needs of all students.

•

Classrooms are renovated to deliver spaces that are comfortable, adaptable and accommodate a technologically changing landscape.

•

A dedicated Language Room with linguistic resources that include sound booths.

•

A rejuvenated and extended cafeteria facility to accommodate students and community groups with seating available for large groups.

•

Modern staff room that can be utilised by our community groups for gatherings and functions.

The projected dates of completion of these building works are mid-June 2022 for the Staffroom, Student Cafeteria and Canteen and November 2022 for the redevelopment of the Learning Diversity Centre, Health and Wellbeing Centres. Stages 3 to 6 are planned to commence in 2023.

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