2014 MLC School Annual Report

ANNUAL REPORT

EDUCATION AND FINANCE

CONTENTS Foreword: Pauline Johnston, Chair, MLC School Council...................... 3 Foreword: Denice Scala, Principal, MLC School................................... 4 MLC School Vision, Mission, Values.................................................... 5

EDUCATION AND FINANCE

ANNUAL REPORT

Educational and Financial Reporting Policy......................................... 6 Summary of Financial Information...................................................... 7 Evidence of Compliance.................................................................... 8

1. Key School Bodies Reports................................................ 8

2. Contextual Information About MLC School....................... 9

3. Student Performance in National and State wide Tests and Examinations........................... 18

4. Senior Secondary Outcomes........................................... 26

6. Workforce Composition.................................................. 28

7. Student Attendance and Retention Rates........................ 28

8. Post School Destinations................................................ 29

9. Enrolment Profile, Policy and Procedures......................... 31

10. School Policies............................................................... 34

12. Initiatives Promoting Respect and Responsibility............. 43

13. Parent, Student and Teacher satisfaction......................... 44

5. Professional Learning and Teaching Standards................ 27

11. School Determined Improvement Targets........................ 39

FOREWORD

PAULINE JOHNSTON Chair, MLC School Council

I am once again pleased to report another tremendous year of success and service at MLC School in 2014.

The year began with the exceptional results achieved by our 2013 year 12 cohort. With a total of nine 99.95 scores across both HSC and IB, MLC School achieved the highest number of 99.95s of any school in NSW, and from what we can determine the highest number of perfect scores as a percentage of candidature of any IB school in the world. As a proudly nonselective school we put MLC School’s already enviable academic reputation beyond dispute.

However, at MLC School such excellent results, as pleasing as they are, are a by-product of what we do, not an end in themselves. At MLC School we prepare our girls academically, spiritually, and socially to leave as fearless thinkers with the moral compassion and courage to be agents of change in their lives and in the lives of others, so that the world is a better place for their contribution. We clearly achieved this with our 2013 cohort, and we expect to do this again with our future students.

In an effort to continue improving what it is we do, the School has committed to a New Horizons strategic plan. At the heart of this plan is ensuring that we have all the resources required – human, intellectual and physical – to enable us to keep stretching the boundaries of girls’ education. In 2014 we have continued to progress the delivery of this strategy with the following significant initiatives:

§§ Detailed planning of the new senior school buildings which were lodged with the NSW state planning authority for approval §§ The introduction of the IB Middle Years Program into Years 6 – 10 §§ The introduction of a continuous learning and development programme for staff based on 360 degree feedback, known as Educator Impact I would like to take this opportunity to thank the principal, Denice Scala, and the staff of MLC School for the hard work, determination and passion that sees them constantly challenge themselves to deliver ever-improved outcomes for our students and our community.

In particular, I would like to acknowledge a number of our exceptional, long-standing staff members who retired or moved on to new opportunities at the end of 2014: Aaron McLuckie; Kate Layhe; Robert Marshall; Hillary Gray; Ian Munns; Lorraine Dobbie with 32 years of service, and of course the inimitable Ms Barbara Rumble, who has been such a valued leader in our school over 24 years. Thank you all for everything you have given and contributed to the school and most of all for the hand you have had in creating generations of exceptional women.

Most of all I want to thank the students of the School. You are the reason we are all here and you are the reason we are all so proud to be part of the MLC School community. Thank you for the way you embrace change wholeheartedly, seeking new horizons with energy and enthusiasm. You keep us all young and striving for more. Your ability to prosper and thrive in today’s environment of relativity, dynamism and ambiguity, demonstrating fearless thinking and resilience is an inspiration to us all.

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FOREWORD

DENICE SCALA Principal, MLC School

In 2014 we saw the Nobel Peace Prize jointly awarded to the child right’s activist Malala Yousafzai. She is the 16th woman out of a total of 95 laureates, and at 17 years of age she was the youngest recipient ever. Malala has focused the world’s attention on the education of young women. She is a fearless thinker. She is making change in her own life and in the lives of others.

arises. From this field of expansion comes new ideas, new horizons, wider ambitions and a deeper appreciation for what we have already achieved.

It is not only the honours and the world stage that make Malala an inspiring success, it is her tenacity in chasing her dreams and ambitions despite the circumstances around her. These dreams and ambitions are ones shared by millions of girls and women around the world.

This takes moral courage. This takes compassion for others, and the love and support of parents, mentors and friends. In recognising the successes of 2014 we applaud and celebrate every young woman at MLC School.

As Malala says

We recognise outstanding achievement and success in all its forms; from the fiercely competitive to the fiercely compassionate.

Let us pick up our books and our pens – they are our most powerful weapons.

One child, one teacher, one book and one pen can change the world.

Education is the only solution.

Here at MLC School we share Malala’s ambitions and aspirations. They are lofty yet simple. They lead to world change and changes in our own hearts and minds. Change is constant – it is in all of us, all the time. Our girls and young women are not afraid of changes in the School and in their lives, and we can be as fearless as they are.

Change can be uncomfortable, even painful. We grieve the losses that change can bring at the same time as we move through this state, and into the field of new possibilities that

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2014 ANNUAL REPORT

For Malala and the girls of MLC School, our ambitions are profound. They are: §§ to be a life long learner §§ to fully explore academic, creative or sporting potential §§ to find life’s purpose §§ and to live the best, fullest and most joyful life you can

Our students are successful when they support their team mates, when they harmonise in an ensemble, when they challenge their own thinking, when they make their own moral choices, when they choose to be fully present in their own learning and when they look over the horizon with hope and courage. We honour that success in all of them.

In the New Horizons framework for the School in 2015 we will be taking our attention to Partnerships and in particular to Serving Humanity in each other and in the world.

We are of course tremendously proud of all our students and none more so than those who have completed their journey with us.

In 2014 our Year 12 students achieved extraordinary academic results.

The Median combined ATAR for HSC and IB was 90.90.

37.4% of the cohort achieved an ATAR over 95.

52% of the cohort achieved an ATAR over 90.

Five of our students achieved a place on the HSC All Rounders list, for achieving results in the highest band for at least 10 units of their HSC courses. Three of our IB students achieved a perfect score of 45 (equating to an ATAR of 99.95) and five students achieved a score of 44 (equating to an ATAR of 99.85)

VISION MLC School will inspire young women to collaborate, create and innovate for a better world.

MISSION Founded in 1886 MLC School is an Australian Independent Girls’ School of the Uniting Church. MLC School’s mission is to educate young women to be fearless thinkers with moral courage and compassion to be agents of change in their own lives and the lives of others.

OUR VALUES

While the School prepares itself to broaden its horizons in 2015 we watch with a great deal of pride as the 2014 Year 12 cohort broaden their personal horizons.

§§ Pursue excellence

We hope that like Malala our girls are wise, compassionate and fearless leaders in their own lives and the lives of others.

§§ Embrace world citizenship

We hope they value their MLC School education and that they will continue to grow in all ways – creatively, academically, on the sporting field and in all areas of life.

§§ Demonstrate integrity §§ Celebrate diversity §§ Live with humility

A FEARLESS THINKER HAS §§ Fundamental optimism §§ Multiple perspectives of the world

We know they go forward as collaborators and as creators of their own destiny.

§§ A questioning mindset

Across the whole school, our powerful learning programs offer every girl unrivalled experiences. You can read more about these in this report.

§§ The ability to think critically and creatively when solving problems

§§ A philosophy that learning is integral and personal to one’s life

§§ Courage when taking initiative §§ The confidence to challenge stereotypes.

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2014 EDUCATIONAL

AND FINANCIAL REPORTING

POLICY MLC School will maintain the relevant data and will comply with reporting requirements of the Department of Education and Communities (DEC) and the Commonwealth Department of Education, Employment and Workplace Relations (DEEWR). This reporting will include public disclosure of the educational and financial performance measures and policies of the school as required from time to time.

PROCEDURES Annual Report Procedures for implementing the policy include: §§ identification of the staff member responsible for coordinating the final preparation and distribution of the annual report to the Board and other stakeholders as required; §§ for each reporting area, identification of the staff member responsible for the collection, analysis and storage of the relevant data and for providing the relevant information to the coordinator for inclusion in the report; §§ determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness; §§ preparation of the report in an appropriate form to send to the Board of Studies, Teaching and Educational Standards (BOSTES) setting the annual schedule for: §§ delivery of information for each reporting area to the coordinator; §§ preparation and publication of the report; and §§ distribution of the report to BOSTES and other stakeholders.

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2014 ANNUAL REPORT

Requests for Additional Data From time to time the Australian Government, through the Minister for Education, and the NSW Government, through the Minister for Education and Communities, may request additional information. To ensure that any requests are dealt with appropriately, the School will identify the staff member responsible for coordinating the School’s response. This person is responsible for the collection of the relevant data and for ensuring it is provided to the relevant authority in the appropriate form.

DEEWR Annual Financial Return The School will identify the staff member responsible for completing the questionnaire. This person is responsible for the collection of the relevant data and for ensuring it is provided to DEEWR in an appropriate form.

Public Disclosure MLC School will maintain the relevant data and will comply with reporting requirements of DEC and DEEWR. This report includes public disclosure of the educational and financial performance measures and policies of the School. This report is available to download by members of the MLC School Community via the MLC School website. Notification of its availability after June 30 2015 will be made via the MLC School Community e-newsletter. It will also be made available in hardcopy upon request.

SUMMARY

FINANCIAL INFORMATION

The Financial position of MLC School continues to remain sound, with all key budget parameters for 2014 met.

66% of Expenditure in 2014 was allocated to the payment and retention of staff, including the attraction of high quality teaching staff with specialist skills.

Continued ongoing financial benchmarking with other independent schools ensures a focus on prudent financial management aimed at maximising the allocation of resources to the needs of students and their learning.

During the year significant capital investment was made in the area of IT equipment and infrastructure to ensure that we maintained our strong commitment to on-line learning. Ongoing enhancements to buildings and equipment were also made through strategic targeted programs.

14% 5% 1%

INCOME Commonwealth recurrent grants State recurrent grants Other capital income

80%

Fees and private income

4%

EXPENDITURE Capital expenditure

30%

Non-salary expenses Salaries, allowances, related expenditure

66%

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EVIDENCE

OF COMPLIANCE

1. KEY SCHOOL BODIES REPORTS

(c) Student Representative Council

(a) MLC School Council

SRC at MLC School in 2014 was another successful year in which students were able to unite and work cohesively to celebrate the School, enhance School spirit and create an harmonious environment. In the Junior School students were involved in the Junior School Student Council, creating and organising events run for students by students. To achieve this the committee focused on a number of projects and events:

The MLC School Council provides a link with the School’s ownership, namely the Uniting Church of Australia, and is the guardian of the vision of the School’s Founders. The Council is responsible for determining School policy, monitoring performance, and maintaining relationships with external bodies such as government.

The Council comprises 12 members. The Council currently has several standing committees including; Master Planning, Finance, Risk and Audit Committee and Governance and Policy Committee.

§§ O-Week is an event that welcomes new students to the school and celebrates and showcases every aspect of MLC School life. This includes House stalls, tours, drama, singing and musical performances, committee stalls, a Chapel Service, art stalls and teacher vs. student games.

The MLC School Council met six times in 2014, under the Chair, Ms Pauline Johnston.

§§ Enhancing the School Environment, by working to repair and maintain the standards of school facilities.

(b) The Parents and Friends’ Incorporated Association (P&F)

§§ Improving our natural environment by seeking to reduce rubbish and increase recycling and ‘green’ practices within the School.

The P&F is the main parent body at MLC School. It is said that the P&F ‘fund raises’ and ‘friend raises’. The objective of the P&F is for all parents and friends of the MLC School Community to feel welcome and connected to the School and the broader school community of which they and their daughter are part.

Each term the P&F gratefully receives the voluntary contribution included in the school fees, together with additional funds raised from P&F initiatives and, in consultation with the School Principal, monies are used to enhance the opportunities provided by the School.

The P&F provided a number of forums which gave parents the opportunity to become more acquainted with the School.

The P&F is creating great opportunities to inform, connect and excite parents to harness the rich contribution on offer from the MLC School parent community.

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2014 ANNUAL REPORT

§§ Rainbow Week, our annual fundraising event run in conjunction with the world-wide Round Square program and the Environment Committee, was a great success, showcasing the wonderful talents of MLC School at raising money for girls education and sponsoring the Starehe Girls’ Centre in Kenya.

MLC School SRC looks forward to another successful year in 2015, and to continuing to work as a community to improve the School and promote positive community ideals locally and internationally.

2. CONTEXTUAL INFORMATION ABOUT MLC SCHOOL

SCHOOL FACTS

MLC School is an independent, non-selective girls’ school under the Uniting Church of Australia, educating students from Pre-Kindergarten to Year 12, situated 11 kilometres from the CBD in Sydney. Established in 1886, the MLC School pioneered young women’s education and prepared its students for university, something unique at the time. Its world-view of education continues the pioneering ethos of the School.

School Sector

MLC School offers: dedicated staff who create compelling and engaging learning experiences; fully integrated educational experiences for each of the MLC School’s learning environments – the early, junior, middle and senior years; a commitment to international standards of excellence providing the pathways for Higher School Certificate (HSC) and International Baccalaureate (IB) Diploma for tertiary entry; extensive co-curricular programs that focus on leadership, personal challenge and resilience in multiple domains; languages including French, Indonesian and Chinese (Mandarin); a culturally and ethnically diverse student body; co-curricular activities including a world-renowned music department; nationally recognised and award-winning programs for swimming, diving, and gymnastics; dynamic dance and drama productions; debating and public speaking programs; extra-curricular partnerships with leading institutions to enhance student learning; strong spiritual focus for girls to develop a deep understanding of the Christian faith and respect for other faiths; and a dedication to global citizenship through programs such as Round Square. Our students become world-ready agents of change in their own lives and in the lives of others.

In 2014 MLC School continued its excellent academic results sustained over a wide range of student achievements. Median Australian Tertiary Admission Rank (ATAR) for the HSC cohort was 83.05. Average (HSC equivalent ATAR) score for the IB cohort was 95.95 and three students from MLC School achieved perfect scores of 45, achieving a 99.95 ATAR.

Non-Government

School Type

Combined

Year Range

K–12

Total Enrolments

1199

Girls

1199

Boys

0

Full Time Equivalent Enrolments Indigenous Students Location Metropolitan

1190.2 2 Metropolitan

Student Attendance Rate

95%

Teaching Staff

119.9

Full-Time Equivalent Teaching Staff

119.9

Non-Teaching Staff

53.7

Full-Time Equivalent Non-Teaching Staff

53.7

*An additional 40 students (FTE approximately 31.2) attend early childhood programs at MLC School’s Junior School. These students are not included in the census statistics

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NEW HORIZONS: Three dimensions, five priorities

Learning Experiences

Beyond the four walls of the Senior School classroom – High impact learning at MLC School The Senior School Journey The MLC Senior School is a bustling learning community.

Students in each year group take a journey together, a journey marked by common intellectual experiences that bind and inspire them. Little wonder that Year 12 students are nostalgic at the end of their time at school. ‘School feels like family’ they say. Their most memorable experiences are the times when learning moved from the classroom into the world.

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2014 ANNUAL REPORT

Our Senior School program of learning experiences is unique.

It gives students direct experience of the curriculum and also urges them to take what they learn in the classroom and apply it to real world settings.

The program reflects our deeply held belief that all students have special gifts, talents and needs. It enacts our commitment as educators to bring out these gifts in each and every one of our students; to help each student find her own voice. This is why these culminating experiences are provided to all students, not just to a select group.

In the company of others: the power of collaboration In Semester 2 each year, MLC School students experience the power of collaboration when they embark on their experiential project work. Adjunct Professor George D. Kuh writes about high impact educational practices: what they are, who has access to them and why they matter (2008). For Kuh, collaborative learning creates high impact for students when it combines two key goals: ‘learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others especially those with different backgrounds and life experiences.’ The rich diversity of our student population comes to the fore when the students work together and respond to the intellectual challenges that our academic program presents them at each stage of their schooling.

The Collaborative Learning Project (CLP) at MLC School embraces learning across several disciplines framed under a common theme. Throughout the CLP students are encouraged to explore, investigate, research and respond to learning.

Various methods of teaching and learning are employed to motivate student engagement. Features include: immersing students in the topic through play; field trips; multimedia experiences documenting students’ actions and interactions; collaborating with teachers to generate ideas and questions; showcasing students’ work through Celebrations of Learning.

At MLC School we know that providing opportunities for students to work together on a shared goal leads to higher achievements than does working alone. Collaboration supports a range of cognitive abilities that teachers work to develop in students: high-level reasoning; the generation of new ideas; and the transfer of knowledge from one situation to another.

The Junior School Journey In 2014 we had much to celebrate, in the classrooms, in the sporting arena and in the creative arts. A highlight was the Celebrations of Learning and Parent Learning events – prepared by the girls and run by the girls, these are a wonderful reflection of the learning that has taken place in the Collaborative Learning Projects.

It is through this process that girls are able to demonstrate just how powerful our inquiry process is. We see their ability to independently find, sort, analyse and synthesise; to demonstrate

understanding, not only in words on a page but in deep dialogue with interested others who are keen to engage the girls and learn from them. All of these experiences have helped to develop the articulate, confident young women we encourage them to be.

Art Week was a wonderful celebration of creative abilities, with our 350 young artists proudly displaying the work of their own hands and taking the opportunity to try new techniques. The Junior School musical, Between Sea and Sky, created by MLC School staff member Luke Byrne, captivated the imagination of the students over several months as they prepared to perform.

The commitment and dedication of the staff was reflected in the professional standard of performance that the students were able to achieve, demonstrating that at MLC School, excellence is considered the norm rather than the exception.

The Junior School is a positive, collegial place, where there exists a shared understanding that learning is the first order of business. As we lead and work with the girls, they continue to encourage, amaze and excite us as they grapple with challenges and work hard to become seekers of knowledge and citizens committed to making a difference in the world.

In 2014 the House Captains led a number of service learning days. The focus is always on children in need and this year our girls have raised many thousands of dollars – for children who have no access to books, for the development of playgrounds that can be enjoyed by physically disabled children; for disadvantaged children who live in isolated parts of Australia; and for the Umhambi Zambezi Orphanage in Africa. Girls making opportunities they take for granted possible for others.

Girls taking action. Girls serving humanity.

Many events were held throughout the year that are an integral part of the School calendar and are organised by the community. Mother’s and Father’s Day Stalls, the Book Week BBQ Breakfast, the Dads and Daughters Social, and particularly the enormous undertaking that is International Night. These events make a valuable contribution to the educational experience for all girls, bind us together as a community, and help the girls to build vital connections that will endure. It is always a delight for the MLC School community to observe the students from Pre – Kindergarten to Year 5 as they grow in learning, confidence, skill and maturity.

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2014: A Snapshot Year 6 Down the Rabbit Hole

Year 10 Enlightenment Project and Service Learning Projects

Inspired by Lewis Carroll’s Alice in Wonderland, students composed major works that captured their response to the moment Alice falls down the rabbit hole. The major works were launched in the Enlightenment Space, followed by an exhibition held in the Year 6 Centre, which the students and teachers had transformed into a Wonderland.

The fast paced Enlightenment week was a series of one, two and three day activities for the Year 10 students. Beginning at the Carlisle Theatre, Sydney University, keynote speaker Dr Nicola Parsons elucidated the concept of Enlightenment and its connection to the media. Other sessions included the development of stronger self awareness and presence when communicating with others. 32 students and five staff were also involved in international service work in Bali and Fiji, where the students took part in development projects in agricultural communities.

Year 7 Illumination Project Rough Magic – A week in Shakespeare’s World Students attended Shakespearean master classes with professional actors from Sport for Jove Theatre Company for an intensive week of learning. The students performed an original and new Shakespearean production in a range of locations around the Senior School campus. The audience moved from one location to another in the fragrant Spring evening, following the players of Year 7 through a series of performances from five of Shakespeare’s great works. Students re-imagined enchanting scenes from King Lear, A Midsummer Night’s Dream, A Comedy of Errors, Macbeth and Shakespeare’s final play The Tempest.

Year 8 City Experience – The city has 1000 stories Students were stationed at the Portside Centre in Kent Street in the CBD. In research teams they unearthed, explored, investigated and reported back on the stories of the city.

Year 9 Broken Hill outback experience Students were immersed in the stark beauty and intriguing history of Broken Hill in the NSW far west. They learned to live with one another and engage in independent research and development in a remote landscape They discovered more about what it means to be Australian and the rich stories that lie within our ancient land.

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2014 ANNUAL REPORT

IT Pedagogy 2014 was a year of continued developments across the various technological programs in the IT Pedagogy department, including training and content production with staff and students. This year also saw the planning of a STEAM lab in both the Junior and Senior Schools.

In 2014, our Computational Thinking IT Integrator Sujatha Gunja attended the International Society for Technology in Education conference in the United States. Her research and experience there confirmed our approach to IT pedagogy at MLC School. The ‘Maker’ movement is clearly a magnificent new way to engage students in STEAM initiatives, and planning for new spaces and resources became a central function of the department.

The focus of the Maker Space/ STEAM lab will be on projects that enhance skills and knowledge in Science Technology, Engineering, the Arts and Mathematics, particularly in relation to design and digital technologies. In light of the introduction of the National Curriculum, this space will help to provide a physical area for the delivery of STEAM curriculum objectives, particularly in the area of K – 12 Technologies.

Potential benefits of the Maker Space include the expansion of curriculum-based projects to incorporate a much wider range of technologies and tools, and to showcase the possibilities to future generations of students and engage them in STEAM concepts.

Year 8 City Experience, 2014 MLC SCHOOL

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2014 ANNUAL REPORT

IT Pedagogy continued In the Junior School we have seen the consolidation of previous IT pedagogy projects and the introduction of several new projects.

Laptops are now a key component of the teaching program for all students from Pre Kindergarten to Year 4. Year 5 students now have their own laptops; these are now an integral part of a student’s toolkit. The Junior School is increasingly integrating iPads into Collaborative Learning Projects. The students in Year 4 used iPads to explore augmented reality in the CLP unit: Does our future lie beyond the stars and in the Year 3 unit Life in Motion to create eBooks incorporating iStop motion. Students in the Junior School have also enjoyed immersing themselves in robotics programs using BeeBots, WeDos and NXTs. Schoology continued to be used as the central platform for creating online units in which students are engaged in discussion forums and collaborative learning experiences. We have also run several extracurricular activities for students in the form of our ever popular Minecraft Club and the introduction of Code Club which has seen a number of girls given the opportunity to program online content.

MLC School’s success in IT Pedagogy was recognised by Apple.

MLC School was again one of a handful of schools in Australia that has been recognised as an Apple Distinguished School, which highlights our achievements to date and ongoing commitment to integrate technologies into 21st century teaching and learning practices.

Apple Distinguished School, 2011 – 2012, 2012 – 2013, 2013 – 2014.

A Round Square School Round Square is a worldwide association of schools sharing unique and ambitious goals. Round Square schools provide students with challenging, instructive experiences, through which they can develop responsibility and care for humanity.

Commitment to principles and the skills and confidence needed for effective service and leadership and a global perspective on society and the environment are all developed in the Round Square context.

In order to prepare for adult life, young people benefit from being encouraged to discover and embrace similarities and differences between cultures and nationalities in ways that promote meaningful and lasting understanding, acceptance and respect. This is done through exploration and application of the IDEALS – Internationalism, Democracy, Environmentalism, Adventure, Leadership and Service.

The IDEALS are the pillars of Round Square and are a key focus within the MLC School community. A student may take up an opportunity to travel abroad to participate in a Round Square Conference, elect to go on an exchange to an internatinonal Round Square school or contribute at school level. Round Square is run by a leadership team of Senior Years and Middle Years students and is a student run, student led and teacher supported group. During 2014 the girls have continued to raise awareness of international and local issues and promote the IDEALS of Round Square throughout MLC School.

In 2014 conferences and exchanges were popular among students and staff, with MLC School members travelling to Kings College, Auckland for the Regional Conference (Year 7 – 9 students), while Year 9 – 11 students travelled to the heart of India, for the International conference. Students engaged in service in other communities and developed international bonds with their peers from a variety of schools around the world. The exchange program saw MLC School students immersed in school and family life for two weeks to a month in Perth, France, Canada and Peru, coming home to MLC School to share their new perspectives.

The year 2014 also saw the continuation of Rainbow Week, with funds being raised for the Starahe Girls’ Centre in Kenya.

A week long event, Rainbow Week raised significant funds for this important international project focused on girls’ education.

Overwhelming support from the MLC School community saw over 60 people roll up their sleeves to make blood donations to the Red Cross, saving over 130 lives. This partnership with Red Cross is to continue in 2015.

The Round Square approach has a strong focus on how learning takes place. It recognises that learning is most effective when it is practical, cross-cultural and collaborative, and takes place within a broad spectrum of inter, extra and co-curricular activities.

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The Co-curricular Program The co-curricular program at MLC School supports the academic life of students. An active co-curricular program is a recognised way for students to extend creativity and sporting abilities, try a new skill, learn and develop leadership, social, and organisational skills and provide service to the school and community. Our philosophy is based on the principle that full engagement in the life of the School helps to develop well-rounded, confident, ethical, articulate and resourceful young women. There is a wide range of activities available, including sports, the arts, and special interest clubs. Below is a sample of numbers of students involved in co-curricular activities at MLC School.

ACTIVITY

16

NO. OF STUDENTS

ACTIVITY

Art Monitor – Junior School

14

FED Debating

Archdale Debating

33

Archive Monitors

NO. OF STUDENTS

NO. OF STUDENTS

Jazz Dance – Kindergarten

15

Fencing 7

Jazz Dance – Year 1

12

10

Gymnastics 40

Jazz Dance – Year 2

4

Art and Design Committee

30

IGSSA Athletics

29

Jazz Ensemble

24

Ballet – Kindergarten

14

IGSSA Badminton

60

Jesus and Me (JAM) – Junior School

30

Ballet – Year 1

5

IGSSA Basketball

131

Jesus In School Time

20

Ballet – Year 2

5

IGSSA Cross Country

43

Junior School Monitor

18

Ballet Ensemble

5

IGSSA Diving

14

Junior School Social Services Monitor

28

Big Band

26

IGSSA Gymnastics

38

Junior School Student Council

15

Chamber Choir – Junior

48

IGSSA Hockey

66

Kitchen Garden – Junior School

10

Chamber Choir – Senior

60

IGSSA Netball

190

Maths mentoring – Senior School

10

Chamber Orchestra

25

IGSSA Softball

88

Minecraft Club – Junior School

20

Chess – Junior School

52

IGSSA Swimming

24

Orchestra

67

Choir 197

IGSSA Tennis

170

Pom Team – Senior

13

CIS Diving

8

IGSSA Touch Football

125

Pom Team Junior

14

CIS Secondary Swimming

3

IGSSA Water Polo

25

Public speaking

7

Code Club

5

IPSHA Athletics

18

Round Square

64

Code Club – Junior School

12

IPSHA Cricket

16

Rowing 25

Collective Voice

35

IPSHA Cross Country

22

Sinfonietta 16

Combos 1&2

30

IPSHA Diving

6

Snow Sports

Concert Bands 1&2

110

IPSHA Gala Debating

7

Speechcraft and Debating – Junior School 13

Concertante 44

IPSHA Gymnastics

17

Stretch and Strength

10

Contemporary Dance Company

39

IPSHA Hockey/Minkey

32

Student Representative Council

20

Contemporary Dance Ensemble

11

IPSHA Netball

61

Taiko 34

Creative Writing – Junior School

25

IPSHA Soccer

37

Tap Dance

3

Cross age peer tutoring – Senior School 40

IPSHA Softball

12

Tap Dance Kindy – Year 2

5

Da Vinci Decathlon

40

IPSHA Swimming

10

Tildesley Tennis

30

Dance Pre Kindergarten

7

IPSHA Tennis

27

Tournament of Minds

14

DDE Committee

8

ISDA Debating

37

Writing club

15

Duke of Edinburgh Award – Senior School 75

IT Monitor – Junior School

15

Environmental Monitor – Junior School 21

Jazz Company

34

2014 ANNUAL REPORT

30

ACTIVITY

4

MLC SCHOOL

17

3. STUDENT PERFORMANCE IN NATIONAL AND STATEWIDE TESTS AND EXAMINATIONS MLC School offers two pathways to attaining a Year 12 school leavers’ qualification, the NSW Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma. Students are guided and counselled in their choice of pathway. An increasing range of options is available for the completion of the HSC to MLC School students.

They include: a. Pathways – each year some MLC School students in Years 11 and 12 select the Pathways option of extending their HSC by more than two years to accommodate their demanding commitments in extra curricular activities or to provide, in special circumstances, flexible program delivery over a longer period of time; b. Acceleration – is available for those very capable students who sit an HSC course in conjunction with Preliminary courses (in Year 11) or even in Year 10; c. Board of Studies Endorsed Curriculum Framework Courses that gain credit towards the HSC, count towards the ATAR and credit towards national vocational qualifications under the Australian Qualifications Framework; d. Vocational Education and Training (VET) Courses that also gain credit towards the HSC but will not count towards the ATAR.

Summary Over 52% of the 131 students who sat for the Higher School Certificate or the International Baccalaureate Diploma in 2014 achieved an Australian Tertiary Admission Rank (ATAR) or UAC Rank of 90.00+ §§ 14 girls achieved over 99.00 §§ 37% of girls scored 95.00 or above §§ 70% of girls scored 80.00 or above §§ Median score for all MLC School Year 12 students was 90.90 The University Admissions Centre (UAC) awards the Australian Tertiary Admissions Rank (ATAR) for HSC students. A University Admission Centre Rank (UAC Rank) is an equivalent award for IB Diploma students.

Board of Studies, Teaching and Education Standards (BOSTES) Higher School Certificate, 2013 In 2014, 89 students sat for the NSW Higher School Certificate in 33 different courses. The median ATAR for those students was 83.05.

Significant achievements were: §§ Five recipients of HSC All-Round Achiever’s Award §§ Tenth in Design and Technology §§ Seventh in Visual Arts §§ 51 students appeared on the Distinguished Achievers List §§ Three students selected for Art Express §§ Three of the five group performances were nominated for OnSTAGE. §§ One student selected for ENCORE and two others nominated

18

2014 ANNUAL REPORT

2014 Higher School Certificate – MLC School results and State comparison Subject

Number of students

Median score for MLC School students

% of MLC School students in Bands 5 and 6

% of MLC School students in Bands 3 and 4

% of MLC School students in Bands 1 and 2

% of NSW students in Bands 5 and 6

Ancient History

12

83

83

17

0

33

Biology

23

76

30

70

0

28

Business Studies

27

79

56

44

0

37

Chemistry

25

81

56

44

0

45

Design and Technology

7

87

86

14

0

37

Drama

19

89

79

21

0

42

Economics

5

79

60

40

0

45

English (standard)

13

76

39

62

0

8

English (advanced)

67

88

87

12

0

59

ESL

14

74.5

29

71

0

28

Geography

11

82

55

64

0

44

General Mathematics

33

82

58

36

6

25

Mathematics

35

79

46

40

11

54

Modern History

12

86.5

83

17

0

42

Music 1

5

91

100

0

0

60

Music 2

8

88

100

0

0

89

PDHPE

26

81

54

46

0

30

Physics

10

72

30

50

10

31

Studies of Religion I

11

43.5

82

9

0

49

Studies of Religion II

9

79

56

44

0

44

Textiles and Design

15

83

73

27

0

42

Visual Arts

17

89

94

6

0

49

French Continuers

4

86

75

25

0

66

Japanese Continuers

1

80

100

0

0

58

Japanese Beginners

9

83

56

44

0

41

VET

Number of students

Median score for MLC School students

% of MLC School students in Bands 5 and 6

% of MLC School students in Bands 3 and 4

% of MLC School students in Bands 1 and 2

% of NSW students in Bands 5 and 6

Entertainment Industry Examination

14

76.5

43

43

14

17

Hospitality Operations Examination

16

80

50

50

0

31

Subject

Number of students

Median score for MLC School students

% of MLC School students in Band E4

% of MLC School students in Band E3

% of MLC School students in Band E1

% of NSW students in Band E4

English Extension 1

11

42

36

64

0

31

English Extension 2

5

43

40

60

0

23

Mathematics Extension 1

24

84

25

67

8

30

Mathematics Extension 2

10

84

20

80

0

31

Music Extension

7

49

100

0

0

75

German Extension

1

45

100

0

0

31

MLC SCHOOL

19

2014 International Baccalaureate (IB) Diploma Programme The 2014 IB Diploma results for MLC School were high, with three students achieving a perfect score of 45, (converting to an ATAR of 99.95). Another thirteen students received Distinction Certificates having gained marks over 40 points or above.

In 2014, 42 students were awarded the International Baccalaureate Diploma undertaking 33 courses.

The median IB Diploma ATAR rank was 95.95. Sixteen students achieved the maximum three bonus points for their work in the compulsory Theory of Knowledge course and the 4,000 word Extended Essay. The highest grade achievable, Grade 7 was attained 96 times (37% of all grades attained).

2014 IB – MLC School results and World Average

20

Number of students

Grade 5–7

Grade 3–4

Grade 1–2

MLC School average grade

World average grade

English A: Literature HL

34

34

0

0

6.03

5.24

English A: Literature SL

9

9

0

0

5.89

5.37

Chinese B - Mandarin SL

1

1

0

0

7

6.74

French B HL

2

2

0

0

6

5.49

French B SL

8

8

0

0

6.38

5.48

Italian AB SL

16

16

0

0

6.75

5

Indonesian AB SL

4

2

2

0

5

5.28

Japanese B SL

4

4

0

0

5.5

5.79

Latin SL

5

5

0

0

6.6

6.28

Mandarin AB. SL

3

3

0

0

7

6.2

Business and Management HL

17

17

0

0

6.29

4.58

Economics HL

9

9

0

0

5.78

5.23

Economics SL

1

1

0

0

6

5.05

Geography HL

6

6

0

0

5.83

5.14

Geography SL

1

1

0

0

6

4.94

History Asia/Oce HL

6

5

1

0

5.33

5.76

History HL

12

12

0

0

6.42

6.46

History SL

3

3

0

0

5.67

4.41

Philosophy HL

2

2

0

0

6

4.94

Philosophy SL

1

1

0

0

7

5.3

Biology HL

8

7

0

0

6.14

4.8

Biology SL

16

16

0

0

6.19

4.1

Chemistry HL

5

4

1

0

5.4

5.23

Chemistry SL

9

9

0

0

6.11

4.67

Design Tech. HL

8

8

0

0

6

4.9

Physics HL

3

3

0

0

5.67

5.1

Physics SL

5

5

0

0

6.2

4.52

Mathematical Studies SL Mathematics HL Mathematics SL Music HL Theatre HL Visual Arts Option A HL Visual Arts Option B HL

23

22

1

0

6.39

4.36

1

1

0

0

7

4.87

19

13

6

0

5.32

4.51

6

5

1

0

6

5.26

4

4

0

0

6.25

5.82

4

4

0

0

7

5.12

2

2

0

0

7

5.15

2014 ANNUAL REPORT

Subject

Number of Students

Grade A

Grade B

Grade C

Extended Essay

44

22

13

5

Theory of Knowledge

42

6

22

12

BOSTES Record of School Achievement Results 2013 The Record of School Achievement (RoSA) was introduced in 2012. Students in Years 10 and 11 are awarded grades in each of their subjects.

The table below gives MLC School’s pattern of Grades for all Year 10 courses in 2014 and compares them with the State’s pattern for distribution of grades.

Course Name

Number of Students in School

Number of Students in State

MLC School Pattern % of students in Grade distribution A

B

C

D

E

State Pattern % of students in Grade distribution N

A

B

C

D

E

N

13 27 37 17

6

1

15 23 31 23

7

1

English 200 hours

137

85116

11 54 33

2

Mathematics 200 hours

138

85200

28 23 39

7

Science 200 hours

137

85043

28 38 32

2

13 24 36 19

7

1

Australian Geography 100 hours

137

85052

37 45 18

1

13 26 35 18

7

1

Australian History 100 hours

137

85073

35 43 21

1

13 25 35 18

7

1

Commerce 200 hours

52

16725

35 33 33

26 33 28

9

3

French 200 hours

43

3147

21 30 30 19

34 32 24

8

2

German 200 hours

15

695

27 20 53

39 34 20

6

1

Indonesian 200 hours

5

195

40 60

36 29 25

9

Japanese 200 hours

24

2473

46

Latin 200 hours

13

440

Food Technology 200 hours

13

16936

Information & Software Technology 200 hours

26

Textiles Technology 200 hours

8

33 13

4

37 26 21 11

5

46 31 23

57 24 13

5

1

23 62 15

18 30 31 13

6

9833

35 31 35

21 29 31 13

6

21

3665

33 57 10

26 31 27 10

4

1

Dance 200 hours

25

2453

60 28 12

28 29 27 11

5

1

Drama 200 hours

40

8768

40 45 15

28 34 26

8

3

Music 200 hours

12

10814

58 42

25 31 27 11

5

1

Photographic and Digital Media 200 hours

39

6176

67 26

8

20 30 30 12

6

1

Visual Arts 200 hours

38

14461

21 50 29

26 32 27 10

4

1

Personal Development, Health and P.E 200 hours

136

57929

18 54 27

13 32 36 13

5

1

1

MLC SCHOOL

21

The table below gives MLC School’s pattern of Grades for all Year 11 courses in 2014 and compares them with the State’s pattern for distribution of grades.

Course

22

School Total

School A(%)

School B(%)

School C(%)

School School D(%) E(%)

State A(%)

State B(%)

State C(%)

State D(%)

State E(%)

English (Advanced)

81

20.99

45.68

28.4

4.94

0

18.53

39.02

34.06

7.32

1.01

English (Standard)

7

0

0

85.71

14.29

0

2.68

18.37

45.62

24.83

7.68

English as a Second Language

8

12.5

37.5

50

0

0

10.01

24.58

35.57

19.7

9.02

English Extension

17

47.06

17.65

29.41

5.88

0

35.41

40.27

20.34

3.29

0.65

Mathematics Extension

28

21.43

21.43

39.29

17.86

0

26.52

26.92

27.68

14.84

3.96

Mathematics General 2

34

5.88

23.53

52.94

17.65

0

7.31

19.44

34.71

25.18

12.08

Mathematics

50

22

20

48

10

0

25.7

25.92

28.96

14.76

4.53

Biology

44

4.55

38.64

54.55

2.27

0

13.52

27.8

36.41

16.54

5.29

Chemistry

23

4.35

30.43

47.83

17.39

0

17.52

27.28

33.76

16.31

4.75

Physics 2

12

25

58.33

16.67

0

0

16.07

27.79

34.68

16.13

5.08

Ancient History

25

36

36

20

4

4

16.03

28.13

33.13

15.44

6.34

Business Studies

35

42.86

37.14

17.14

2.86

0

13.88

27.18

34.33

17.39

6.55

Economics

11

18.18

18.18

63.64

0

0

23.62

31.85

30.24

10.85

3.25

Modern History

26

30.77

30.77

23.08

15.38

0

18.25

28.64

33.07

14.37

4.97

Studies of Religion II

15

6.67

33.33

60

0

0

16.23

30.3

34.29

15.39

3.7

French Continuers

3

0

33.33

33.33

33.33

0

35.75

35.17

21.16

6.28

1.64

German Continuers

2

50

50

0

0

0

37.5

34.46

21.28

5.07

1.69

Italian Beginners

1

0

0

0

100

0

22.16

31.68

24.18

16.48

4.4

Design and Technology

4

50

0

25

25

0

15.09

28.87

31.17

17.52

6.44

Food Technology

14

28.57

28.57

7.14

21.43

14.29

14.24

26.38

32.24

17.11

8.26

Industrial Technology

10

40

40

10

0

10

10

23.68

34.79

20.2

9.27

Textiles and Design

8

37.5

25

12.5

12.5

12.5

21.19

31.58

26.54

13.84

6.06

Dance

6

33.33

50

16.67

0

0

28.55

34.26

24.47

8.89

3.02

Drama

15

60

33.33

6.67

0

0

22.92

36.27

27.89

9.46

2.66

Music 1

7

42.86

42.86

14.29

0

0

17.53

34.68

30.34

11.58

4.8

Music 2

5

60

40

0

0

0

46.41

35.84

14.06

2.75

0.63

Visual Arts

27

62.96

25.93

11.11

0

0

19.09

30.62

31.55

13.04

4.67

Personal Development, Health and Physical Education

36

33.33

41.67

25

0

0

13.11

26.52

35.88

17.59

6.39

2014 ANNUAL REPORT

NAPLAN results 2014 Percentage of students in each band There are ten bands of achievement for student performance in the NAPLAN tests. The bands provide a common scale for all year levels. Six bands are used for each year level. Year 3 is reported from bands 1 – 6, Year 5 from bands 3 – 8, Year 7 from bands 4 – 9 and Year 9 from bands 5 – 10. The tables below compare the percentage of students in each band level for MLC School and NSW. The highlighted band is the national minimum standard at each year level. Across all years and each domain the percentage of MLC School students in the top band was significantly higher than those for NSW.

% in each band Year 3

Year 5

Year 7

Year 9

Reading

Writing

MLC School

NSW

MLC School

NSW

Band 6

69.4

29.7

38.8

11.5

Band 5

18.4

19.6

46.9

36.3

Band 4

8.2

22.9

6.1

22.5

Band 3

4.1

14.3

8.2

19.3

Band 2

0

8.5

0

7.1

Band 1

0

4.9

0

3.3

Band 8

30.8

16.9

10.8

5.6

Band 7

26.2

18.3

21.5

12.0

Band 6

15.4

25.7

41.5

28.3

Band 5

24.6

21.3

24.6

36.7

Band 4

3.1

12.4

1.5

9.7

Band 3

0

5.4

0

7.8

Band 9

42.5

12.9

17.5

4.9

Band 8

22.5

18.5

33.3

13.9

Band 7

28.3

27.2

30.8

21.1

Band 6

5.0

25.1

15.0

28.5

Band 5

0.8

12.8

2.5

23.0

Band 4

0.8

3.5

0.8

8.6

Band 10

30.8

7.9

22.3

6.5

Band 9

35.4

19.3

13.1

9.7

Band 8

19.2

26.4

32.3

22.7

Band 7

10.8

23.3

23.1

21.6

Band 6

3.8

15.6

6.9

20.2

Band 5

0

7.5

2.3

19.3

MLC SCHOOL

23

% in each band Year 3

Year 5

Year 7

Year 9

Spelling

Grammar & Punctuation

Numeracy

MLC School

NSW

MLC School

NSW

MLC School

NSW

Band 6

67.3

26.3

75.5

32.5

51.0

17.7

Band 5

24.5

24.5

16.3

22.0

18.4

24.7

Band 4

6.1

22.8

4.1

20.7

18.4

23.5

Band 3

2

11.7

4.1

14.0

8.2

19.7

Band 2

0

11.2

0

7.0

4.1

11.1

Band 1

0

3.4

0

3.8

0

3.2

Band 8

27.0

14.7

42.9

22.7

26.2

13.8

Band 7

36.5

28.1

23.8

21.8

13.8

14.7

Band 6

20.6

25.6

25.4

21.5

30.8

29.8

Band 5

12.7

18.3

4.8

17.4

21.5

22.9

Band 4

1.6

8.1

3.2

10.8

6.2

13.8

Band 3

1.6

5.2

0

5.7

1.5

5.1

Band 9

38.3

14.7

50.0

14.9

42.5

14.8

Band 8

35.0

23.4

24.2

18.7

20.0

16.6

Band 7

18.3

26.3

20.0

27.3

23.3

24.5

Band 6

7.5

18.9

4.2

17.5

13.3

26.2

Band 5

0.8

11.2

0.8

15.4

0

15.0

Band 4

0

5.4

0.8

6.2

0.8

2.8

Band 10

34.6

12.2

33.8

7.5

36.4

14.1

Band 9

20.8

14.3

31.5

16.7

28.7

15.1

Band 8

29.2

28.5

17.7

19.9

20.2

24.6

Band 7

14.6

25.9

13.8

26.2

8.5

26.0

Band 6

0.8

11.5

2.3

19.1

6.2

17.2

Band 5

0

7.6

0.8

10.5

0

2.9

Trends compared to previous years

24

Year 3

In all five measures there were increases in the number of students in the highest band compared to past years.

Year 5

In Reading, Writing, Spelling and Numeracy there were fewer students in the top band than usual. In Grammar there were similar numbers of students in the top band as previous years.

Year 7

In Reading, Spelling and Grammar there were more students in the top band than usual. In Writing there were fewer students in the top band than usual. In Numeracy there were similar numbers of students in the top band as in previous years.

Year 9

In Reading and Grammar there were more students in the top band than usual. In Writing, Spelling and Numeracy there were similar numbers of students in the top band as in previous years.

2014 ANNUAL REPORT

The table below shows means for MLC School, all NSW and NSW independent schools.

Year Year 3

Year 5

Year 7

Year 9

Domain

MLC School mean

NSW mean

NSW AIS mean

Reading

509.7

423.3

449.4

Writing

470.4

409.0

431.7

Spelling

520.2

423.9

445.9

Grammar & Punctuation

542.8

436.0

467.6

Numeracy

478.4

407.9

433.0

Reading

548.1

504.7

531.1

Writing

513.7

474.0

493.6

Spelling

546.4

507.1

524.2

Grammar & Punctuation

572.7

512.4

542.1

Numeracy

526.4

494.3

518.6

Reading

622.0

549.4

576.2

Writing

578.3

512.6

539.6

Spelling

616.1

552.8

571.4

Grammar & Punctuation

635.6

549.8

578.8

Numeracy

619.0

552.3

581.0

Reading

654.1

586.4

614.0

Writing

617.6

548.7

585.2

Spelling

651.2

590.5

610.5

Grammar & Punctuation

662.8

578.6

608.5

Numeracy

664.3

597.7

626.7

MLC SCHOOL

25

4. SENIOR SECONDARY OUTCOMES Year 12 Results Senior Secondary Certificate Awarded

136

Completed Year 12

136 Vocational Education and Training (VET)

Awarded a VET qualification

26

2014 ANNUAL REPORT

23

5. PROFESSIONAL LEARNING AND TEACHING STANDARDS, ATTENDANCE AND NON-ATTENDANCE (a) Professional Learning All MLC School teaching staff undertook professional learning opportunities throughout 2014, which included: §§ Staff Development Days §§ Mentor Programs §§ School-based workshops §§ Research Projects §§ Online Training §§ External Conferences and Workshops

The professional learning component at MLC School is developed through consultation and is linked to School priorities and recommendations informed by MLC School data collection and analysis. The MLC School Teaching and Learning Action Plan identifies particular goals, targets and priorities for the school year.

MLC School expended an average figure of approximately $1,709 on each teaching staff member’s professional development in 2014.

(b) Teacher Standards

Category

Number of Teachers

Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines.

139

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

3

Teachers who do not have qualifications as described above but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context.

0

The 3 staff members without formal teaching qualifications are all experienced teachers. Their subject areas and qualifications are shown in the table below.

Subject

Qualification

Mathematics

BA

Religion

BA, BTheol (Hons), Grad Cert in Religious and Values Education

Religion

BA, MDiv

c) Attendance and non-attendance Students at MLC School have high attendance rates. The School monitors student attendance administratively through the Studies Office and pastorally through the House system. School leaders explain at parent and student information sessions the importance of school attendance for academic, emotional and social wellbeing. Strategies to improve poor or unsatisfactory school or class attendance include the Studies Office and, where necessary, Heads of House following up unexplained absence via phone contact, email and student/parent/ guardian interviews. Unsatisfactory attendance information is transferred to student files and for students whose attendance pattern is of concern, documentation to substantiate reasons for absence is requested by the Pastoral Care Team. Senior staff on occasion consult the Association of Independent Schools for support to develop individual education plans for students with poor attendance. The Mandatory Reporter Guide is used to guide decision-making and determine whether or not to report to the Child Protection Helpline on the rare occasion that a student is habitually absent from school (30 days in 100). Senior staff and teachers work collaboratively to tailor teaching, learning and assessment programs for students whose attendance is poor to facilitate re-engagement and a return to school.

School counsellors and educational psychologists support families within the School community to ensure that students at risk attend school. On occasion Pathways or distance education is recommended by the Director of Senior Curriculum as an option for students who suffer from mental or other health problems to ensure that the educational program is accessible and school attendance is maintained.

MLC SCHOOL

27

6. WORKFORCE COMPOSITION In 2014 the average daily staff attendance rate was 97%.

The proportion of staff retained from December 2013 to December 2014 was 82.35%.

Staff

Teaching

Non-teaching

Total

24.6

15.8

40.4

Secondary Full Time Equivalent

95.3

37.9

133.2

Total Full time Equivalent

119.9

53.7

173.6

Primary Full Time Equivalent

7. STUDENT ATTENDANCE, RETENTION RATES (a) Student Attendance 95% of students attended school on average each school day in 2014. This figure maintains the daily attendance achieved since 2011 when attendance reporting became a requirement.

28

Year

Absences

Enrolments

abs per student

days

abs per day

% attendance

K

406

50

8.12

187

2.17

96%

1

299

40

7.48

189

1.58

96%

2

422

50

8.44

189

2.23

96%

3

265

49

5.41

189

1.40

97%

4

308

49

6.29

189

1.63

97%

5

458

66

6.94

189

2.42

96%

6

562

78

7.21

189

2.97

96%

7

821

120

6.84

189

4.34

96%

8

899

107

8.40

189

4.76

96%

9

999

130

7.68

189

5.29

96%

10

1309

137

9.55

189

6.93

95%

11

1536

147

10.45

189

8.13

94%

12

1602

136

11.78

189

8.48

94%

Total

9886

1159

8.53

189

52.31

95%

2014 ANNUAL REPORT

(b) Student Retention .

Years Compared

Year 9 Total Enrolment

Year 12 Total Completing High School

Year 9 Total Enrolment who remained to complete High School

Apparent Retention Rate

Actual Retention Rate

2011/2014

124

136

110

100%

88.7%

2010/2013

126

145

115

100%

91.3%

2009/2012

124

143

113

100%

91.0%

2008/2011

127

155

113

100%

89.0%

2007/2010

133

157

121

100%

91.0%

2006/2009

125

141

107

100%

85.6%

2005/2008

164

161

151

96.4%

92.0%

2004/2007

168

166

147

98.8%

87.0%

2003/2006

146

149

135

100%

92.5%

2002/2005

159

177

147

100%

92.5%

2001/2004

155

170

148

100%

95.5%

8. POST SCHOOL DESTINATIONS YEAR 12 2014 COHORT Destination

Course

Number

Number

University of Sydney

38

Commerce/Business/Economics

28

University of NSW

23

Science, Biomedical, Medical

22

University of Technology Sydney

24

Arts

19

Macquarie University

15

International, Global Studies

13

Overseas Universities

7

Law

11

Melbourne University

6

Communications, Media

11

University of Western Sydney

3

Health Sciences

10

Australian Catholic University

3

Design

10

University of Wollongong

2

Education

8

ANU

2

Architecture

7

Charles Sturt University

1

Psychology

5

Monash University

1

Engineering

4

Bond University

1

Creative Arts, Music

4

Information Technology

3

Creative Innovative Intelligence

2

Aviation

2

Medicine/Surgery

2

Philosophy

1

Note: the number of students in courses is greater than the total number of students due to students enrolling in double degrees

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2014 ANNUAL REPORT

9. ENROLMENT PROFILE, POLICY AND PROCEDURES (a) Profile The total number of students enrolled at the Commonwealth Census date of 1 August 2014 was 1,159. As in previous years, the Inner West maintains the highest proportion of students with Inner Sydney and St George/Sutherland Shire the next most significant drawing areas, the former increasing by 3.72% on last year’s figures.

MLC School students reflect a wide range of family backgrounds. More that 33 nationalities and 36 religions are represented in the School environment.

Residential Distribution Metropolitan Area

% of Student Enrolment

Blacktown

0.56

Canterbury/Bankstown

7.31

Central Northern Sydney

2.49

Central Western Sydney

6.75

Eastern Suburbs

0.40

Fairfield/Liverpool

2.01

Inner Sydney

16.06

Inner West

40.32

Lower Northern Sydney

8.76

Outer South West

0.08

Outer West

0.16

St George

11.57

Sutherland Shire

3.21

Year Group Distribution at Census 2014 Secondary

Primary

Year Group

No. of students

Year Group

No. of students

12

136

6

78

11

147

5

66

10

137

4

49

9

130

3

49

8

107

2

50

7

120

1

40

K

50

Total

382

Total

777

An additional 40 students (FTE approximately 31.2) attend early childhood programs at MLC School’s Junior School.

These students are not included in the census statistics.

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(b) Policy MLC School is a non-selective girls’ school educating students from preschool (Pre-Kindergarten) to Year 12. MLC School is a school of the Uniting Church of Australia, which recognises and affirms people from a variety of faiths and backgrounds, creating a diversity and cultural richness that typifies the MLC School Community.

All applications are processed in order of receipt and consideration will be given to the applicant’s support for the ethos of the School, siblings already attending the School, whether they are the child of a former student and/or other criteria determined by the School from time to time. Once enrolled, students are expected to support the School’s ethos and comply with the School’s rules to maintain their enrolment.

Enrolment Entry Levels There are seven main entry points for student admission to the School: i. Pre-Kindergarten (students must turn 4 years by 31 May) ii. Kindergarten (students must turn 5 years by 31 May) iii. Year 5 – Junior School iv Year 6 – Middle Years v. Year 7 – Middle Years vi. Year 9 – Senior School vii. Year 10 – in readiness to commence the HSC or IB Diploma Programme Entry to other year levels depends on availability of places and applications for these year levels should be discussed with the Enrolments Manager prior to submission. Places in these years are offered at the discretion of the Principal. Currently MLC School will accept enrolments in Year 12 under special circumstances.

Enrolment Terms and Conditions are included in the School’s enrolment application form, a copy of which is available from the Enrolment section of the School’s public website. A copy of the School’s Enrolment Policy, Procedure, Terms and Conditions for Australian Residents and Enrolment Policy, Procedure, Terms and Conditions for Overseas Students is available on application from the enrolment office. (c) Procedure All applications will be processed within the School’s enrolment policy. Each applicant’s statement/interview responses regarding her ability and willingness to support the School’s ethos is considered.

Each applicant’s educational needs are considered. To do this, the School gathers information and consults with the parents/family and other relevant persons. Any strategies are identified to accommodate the applicant before a decision regarding the enrolment is made.

Subject to availability, offers of a place will be made according to whether there are siblings of the student already at the School, whether they are the child of a former student and in the order of receipt. Continuing enrolment is subject to the student’s adherence to School rules (see enrolment contract, pastoral care policies and behaviour management policies) and payment of all School fees.

The applicant and her family are then informed of the outcome.

The location of the full text of MLC School policies can be found on the MLC School Community website (password protected) or in print form upon request from the Principal’s office.

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2014 ANNUAL REPORT

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10. SCHOOL POLICIES

Discipline Policies

Student Welfare Policies

Students are required to abide by the MLC School student Code of Conduct and School Rules and to follow the directions of teachers and other people with authority, as delegated by the School. There is no detention at MLC School under any circumstances. There is no corporal punishment at MLC School under any circumstances.

The School seeks to provide a safe and supportive environment which: §§ Minimises risk of harm and ensures students feel secure; §§ Supports the physical, social, academic, spiritual and emotional development of students; and §§ Provides student welfare policies and programs that develop a sense of self worth and foster personal development.

Anti-bullying Policy Bullying and harassment in all forms – physical, verbal, electronic, emotional psychological, and social, are totally unacceptable and will not be tolerated. The School has a supportive pastoral care structure of Heads of House and other staff, as well as tailored pastoral care programs and strategies to support its students. The school employs a variety of approaches to deal with any bullying incident including restorative justice. Bullying issues are dealt with quickly, sensitively and firmly. Dealing with bullying is a priority and will be managed as such. Serious or repeated bullying may result in suspension of the student(s) from the School.

MLC School follows procedural fairness in all discipline issues, working to ensure that the student Code of Conduct and School Rules are implemented fairly and consistently. Where disciplinary action is required, the impact of the inappropriate behaviour on others or on the School community provides the basis for a range of consequences. Support and repair is one approach taken in the School to resolve low-level conflict among students. MLC School strives to maintain a safe and supportive environment.

The full text of the School’s Discipline Code and associated procedures is provided to all members of the School community through: §§ Junior and Senior School Parent Handbooks §§ Student Diaries §§ The MLC School Policy Manual.

Policies For Complaints and Grievances Resolution The School’s Policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness.

The full text of the School’s policy and processes for employee complaints and grievances resolution is provided in the MLC School Policy Manual, available on the School Community Website (password protected).

Processes in relation to student and parent complaints are outlined in the Grievances and Complaints Policy for Parents and Students and in the Communication Framework which is published in the MLC School Policy Manual which is available on the MLC School Community website.

The location of the full text of MLC School policies can be found on the MLC School Community Website (password protected) or in print form upon request from The Principal’s Office.

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2014 ANNUAL REPORT

MLC School – A Safe And Supportive Environment 10.1 Support MLC School promotes a learning environment where teachers and pupils are mutually supportive. The School expects teachers and students to respect each other and not engage in conduct that undermines this mutual trust and support, and also to respect the philosophy and ethics of the School. The School encourages consultation between all members of the School community in matters that affect them.

10.2 Security The School will implement measures designed to promote the safety and wellbeing of students, particularly having regard to its professional judgment as to what is required, and will include in its consideration such matters as: (a) appropriate levels of supervision (b) security of buildings (c) procedures in case of fire (d) use of grounds and facilities (e) travel on School-related activities and (f) other appropriate matters.

The implementation of these requirements and procedures will be monitored for compliance from time to time.

10.3 Supervision Appropriate measures will be taken by School staff to seek to ensure that all students are adequately cared for and supervised while undertaking both on-site and off-site activities, bearing in mind the type of activities and age of the students involved.

10.4 Conduct (a)

The School has a Code of Conduct for staff and students that may be supplemented from time to time by specific rules and directives. The Code of Conduct includes such matters as:

(i) the rights and responsibilities of students and staff within the School community

(ii) behaviour management

(iii) the role of any School leadership system (or equivalent) in the School and the monitoring of that system and

(iv) the management and reporting of serious incidents

(b)

The School implements appropriate behaviour management practices for students, consistent with the philosophy of the School and with other aspects of this policy

(c)

The School implements a student leadership system.

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2014 ANNUAL REPORT

10.5 Complaints and Grievances The School has in place processes for dealing with complaints and grievances raised by students and/or parents. These processes will incorporate, as appropriate, principles of procedural fairness.

10.6 Pastoral care (a)

Students are aware of, and have access to, appropriate pastoral care arrangements and access to, and use of, counselling within the School.

(b)

The School takes reasonable measures to identify students with special needs and provide them with an appropriate level of support to assist them with their schooling with minimal disruption, taking into account the resources available.

(c)

Students requiring health and/or medical services and support or medication are assisted to access these in an appropriate manner.

10.7 Communication The School provides both formal and informal mechanisms to facilitate communication between those with an interest in a student’s education and well-being. This may include communications between some or all of the following: student; parent or guardian or other significant family member of the student; teacher; counsellor; principal; representative of an appropriate government, welfare, health or other authority.

10.8 Welfare Welfare procedures for students undertaking distance education, outside tutoring, courses/subjects with an external provider or students taking up alternative residential/accommodation arrangements for the purposes of their schooling are as per School based procedures.

All of the above policies have been implemented in a manner that is appropriate to the School, its students and the School community and with regard to the relevant legislative requirements that apply to the School and the students within its care.

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Fiji Service Trip, 2014

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2014 ANNUAL REPORT

11. SCHOOL DETERMINED IMPROVEMENT TARGETS New Horizons is the strategic design for MLC School, setting out the dimensions and priorities from 2012 – 2017.

The three dimensions (People, Partnerships and Programs) and five priorities (Powerful Learning, Whole School, Unrivalled Experiences, Serving Humanity and Stewardship of Finite Resources) of New Horizons underpin and guide decision making, planning and evaluation of outcomes at MLC School.

Achievements against targets set for 2014 Dimension: Programs Priority: Powerful Learning 2014 Focus Introducing new learning frameworks with rigorous Global focus

Action

Outcomes

§§ Apply for IB MYP authorisation

§§ Application for authorisation started

§§ Commence the IB MYP in Years 6 and 7

§§ Completed

§§ Year 6 Major Work continued within the

§§ Commenced

framework of MYP

§§ Program writing for Year 8 roll out in 2015

§§ Ongoing

§§ Working within the framework of MYP

§§ Ongoing

teachers evaluated 2014 programs and designed learning projects for Middle Years students.

§§ Continuing the introduction of Chinese (Mandarin) across the School Re-design Senior School campus

§§ Building project plans to local council and state authority

§§ Chinese (Mandarin) added to the Year 5 curriculum

§§ Building plans presented to local council and state authority

Dimension: Programs Dimension: People Priority: Whole School Priority: Unrivalled Experiences 2014 Focus Service Learning experiences

Action

§§ Continuation of service opportunities for Year 10 students both locally and overseas through Enlightenment project and IB

Enrolment and service excellence

Outcomes

§§ Planning and organisation for the immersive Year 10 international service project completed

§§ Enrolment process refined

§§ Enrolments tracking to plan

§§ Student attendance procedures updated

§§ Refined procedures for tracking attendance

§§ Uniform code developed and implemented

§§ Uniform code in place across the School

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Dimension: People Priority: Whole School Priority: Unrivalled Experiences 2014 Focus

Action

Outcomes

Explore opportunities for students to nurture an ethos of social responsibility

§§ Scope the service exploration in the MYP

§§ Ongoing

§§ Scope a whole School approach to service

§§ Adopted by year groups and service

Initiating Aboriginal + Torres Strait Islander Scholarships

§§ Initiate Fund Raising activities – School

and social justice with a focus on girls and education

groups across the School – an ongoing priority

§§ Ongoing

Council and Foundation

§§ Gawalgalyung Year 2 Scholarships introduced

§§ A community event to honour the culture and traditions of the Wangal people Parents champion MLC School

§§ Quantitative analysis of 2014 market research forms basis of decision making

Staff professional learning Pursue excellence by creating a continuous improvement, customer focused culture

§§ Subject specific IB MYP workshop training

§§ Planning completed for program of learning and community event in Junior School to be presented in Term 1 2015

§§ Parent year level co-ordinators from Pre-Kindergarten to Year 12

§§ Completed

for English Language, Mathematics, and Science

§§ Junior School and Senior School teachers

§§ Ongoing

to be trained in data analysis through the Harvard Graduate School of Education

§§ Educator Impact introduced

§§ Educator Impact schedule for teaching staff introduced

§§ The Enlightenment Centre to be continually §§ STEAM lab planned, IT staff to be developed and re-imaged as a prototype, interactive learning space

§§ Position Descriptions written for teaching

co-located with STEAM lab staff

§§ Completed

staff and Heads of Learning and Curriculum to align with strategic design and new national standards

§§ Performance planning and appraisal system §§ Completed designed for implementation including 360° system for Principal and leadership team

§§ All Junior School and Senior School staff working on collaborative learning projects designed to inform and enhance teaching and learning

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2014 ANNUAL REPORT

§§ Ongoing

Dimension: People Priority: Whole School Priority: Unrivalled Experiences 2014 Focus Organisation and culture

Action

Outcomes

§§ Scoping of data collection across the School §§ Ongoing §§ Organisation structure realigned to

§§ Ongoing

strategic design

§§ Restructure of Pastoral care in the School

§§ Planning and staffing completed

from a vertical to a horizontal model

ready for new model in 2015

Pursue excellence by creating a continuous improvement, customer focused culture

§§ Review current reporting procedures and

Attract, retain and develop high quality staff

§§ Middle Years team trained in data analysis

format for Years 6 and 7

§§ New reporting format introduced, parents provided with feedback loop

§§ Staff enrolled in semester 1 course.

through the Harvard Graduate School of Education

§§ Implementation of a leadership capability

§§ Ongoing

framework Dimension: Partnerships Priority: Serving Humanity Priority: Stewardship of Finite Resources 2014 Focus Operational excellence

Action

§§ Improve operational excellence and conserve finite resources

Governance Community engagement

§§ School Council constitution to be reviewed §§ Re-imagining the Parents and Friends structure to meet the needs of current families

§§ Enlisting parent Ambassadors across the whole School

§§ Parent forums to connect parents to parents to create a genuine sense of connectedness, community and Loyalty to MLC School Communication

§§ Developing an in-house communication

Outcomes

§§ Solar electricity now generated on MLC School site

§§ Council constitution updated §§ P&F constitution updated and structure adjusted to meet current needs

§§ Parent Ambassadors in place and working together on School centred events and initiatives

§§ Successful and well attended parent Forums in 2014

§§ Ongoing

style guide

§§ Scoping the annual communication timeline §§ Audit completed and new communication and purpose for all stakeholders

protocols in place

§§ Working with the Foundation to understand §§ Ongoing work with the Foundation the manner it can best contribute to the life of the School

§§ Upgrade the School newsletter and website §§ Parent portal established for community content to better meet the needs of families

website; planning commenced for upgrade of parent portal and website §§ Improved newsletter operational.

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Targets for 2015 New Horizons is the strategic design for MLC School. The three dimensions (People, Partnerships and Programs) and five priorities (Powerful Learning, Whole School, Unrivalled Experiences, Serving Humanity and Stewardship of Finite Resources) of New Horizons underpin and guide decision making, planning and evaluation of outcomes at MLC School.

Targets set for 2015

Dimension: Programs Priority: Powerful Learning

2015 Focus

Action

Introducing new learning frameworks with rigorous Global focus

§§ Ongoing implementation of MYP

Enhance co-curricular opportunities for individual enrichment

§§ Appoint Director of co-curricular programs, review and plan for enhanced offerings §§ Review and plan §§ Deliver STEAM lab spaces and commence programming

Design and implement STEAM labs in Junior and Senior Schools Continue to implement enhanced Pastoral Care approach

§§ Implement horizontal Pastoral Care model and improved

Community engagement with Powerful Learning

§§ Design visual, embed and communicate Powerful Learning philosophy

Campus redesign

§§ §§ §§ §§ §§

MYP

Pastoral Care programming

Engage whole school community in naming process of new campus Begin Phase 1 of building project Ongoing implementation of MYP (Years 6 – 7) Commence IB MYP in Year 8 Commence program writing and preparation for Year 9 roll out in 2016 Dimension: People

Priority: Whole School Priority: Unrivalled Experiences 2015 Focus Pursue Excellence

Action

§§ Continue implementation of Educator Impact §§ Design Leadership development courses for Heads of Learning Curriculum and Heads of Year

Staff professional learning

§§ Scope talent and development plans with staff Dimension: Partnerships Priority: Serving Humanity Priority: Stewardship of Finite Resources

2015 Focus

Action

Explore opportunities for students to nurture §§ Action and evaluate Year 10 Service learning Experience an ethos of social responsibility §§ Continued implementation of Aboriginal and Torres Straight Islander initiatives §§ Commence planning for Year 10 Personal Projects in 2016 Seek mutually beneficial partnerships to enhance outcomes for all

Operational excellence

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2014 ANNUAL REPORT

§§ §§ §§ §§ §§ §§ §§

Continue to implement staff parent and student satisfaction surveys at a program level Establish partnerships protocol Further develop relationships with Burwood community Development of scholarship process and funding model for same Implement scholarship fundraising campaign Renew website and parent portal Implement Complispace

12. INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY MLC School rules are based on respect: for School, others, self, and property.

in 2014 saw collaborative engagement rise, where students worked with others rather than for others.

Senior School students have been engaged in a range of activities to promote respect and responsibility. The MLC School Leadership Program is based on an understanding of oneself as a leader and the needs and perspectives of others. Students reflect on the ways they have demonstrated leadership attributes such as empathy, followership, teamwork, integrity, compassion and conflict resolution. These qualities are demonstrated in a range of curricular and co-curricular activities and across the wider school community through service activities such as the Salvation Army Red Shield Appeal, visits to local nursing homes and assistance at a local school for students with special needs.

Year 6 continued the long-standing tradition of visiting our neighbouring nursing home facility ‘Ainsley House’ chatting to and relating to older members of our local community. Year 6 also had the opportunity to work with the Year 11 Photography students prior to the Down the Rabbit Hole project. This collaborative learning experience used Lewis Carrol’s Alice’s Adventures in Wonderland as the starting point for a learning project that explored the students response to Alice’s fall down the rabbit hole. They transformed the Enlightenment Centre and Year 6 Centre with their projects and displays, sharing their work with the school and families.

House programs focus on the value of connection and relationships within the school community and serving others through supporting organisations such as Burnside Uniting Care, Hamlin Fistula Foundation, Indigenous Literacy Foundation, Beyond Blue, the Starlight Children’s Foundation, CanTeen, Relay for Life, Triple Care Farm, the Prader-Willi Syndrome Living Foundation, Youth Off The Streets, House of Welcome and Save the Children. Year 10 and 11 students participated in service trips to Fiji, Thailand and Bali.

Experiences in the Middle Years in 2014 provided real and tangible service learning opportunities, exploring and developing within the learners, values of community responsibility and social justice. The programs implemented

Our Year 8 students moved further afield in their service opportunities in 2014 and through the HSIE curriculum, the students investigated and researched international aid organisations and inequality in the world. These programs assist girls to value diversity and difference in people of differing ages, capacities and culture, supporting and enhancing MLC School’s New Horizon strategy of People, Partnerships and Programs.

There continues to be a whole school focus on restorative justice through the framework of Support and Repair with the Junior School continuing to develop a restorative justice framework. A focus in the area of service learning on issues that affect girls and education for girls continues to be a priority which has been supported by each of the four Junior School houses.

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13. PARENT, STUDENT AND TEACHER SATISFACTION Recently the School asked its current and prospective families to participate in a number of focus groups to seek feedback about girls’ education. The results indicated that our community remains very interested in the School’s matriculation pathways.

At MLC School, the parent, student and teacher satisfaction surveys are generally conducted biennially. In 2013, MLC School hosted market research surveys where parents – guardians, students and teachers were invited to participate either through group surveys conducted at the School or response by email to surveys in reference to parent, student and teacher satisfaction and other School matters such as the strategic design and master plan. This research formed the basis of decision making throughout 2014, and was extended to the use of satisfaction surveys at a program level.

Comments from MLC School parents

I really love their open learning… how they teach girls how to be leaders and to think for themselves and produce their own work… the teaching staff were fabulous this year… the school gets them ready for the future.

I love the principal… she conveys respect to the school community… I love the values of the school… I feel that MLC School compared to the others schools that were options for me has the same core outlook in education and approach to education where we both believe that the education of my daughter was one that was a shared responsibility… I identified with the teaching method.

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Comments from 2014 Senior School students about their success at MLC School

The constant support of my teachers who were willing to help 24/7, and the wide and diverse range of technology and resources available to me at MLC School contributed to my successful HSC. My extra-curricular involvement made my Year 12 experience more wholesome, and gave me time away from work that I needed.

Extra-curricular involvement was a vital contributor to success. The IB CAS (Community and Service) program was an excellent way to maintain my extensive involvement in these areas of interest.

The support of teachers was a huge contributing factor; they were always willing to help. Extra-curricular activities helped to allow me to de-stress and get away from the responsibilities of the IB. The healthy competition was amazing within a highly competitive cohort. Glad to have rejected the gender stereotypes by doing Physics and Maths.

I actually picked up so many more activities in Year 12 which forced me to be really efficient with my time.

Because of sport, debating and Duke of Edinburgh I developed a set of solid study habits.

Comments from MLC School parents and prospective parents during the qualitative survey

The top attitudinal statement towards Girls Education for MLC School Parents is ‘Value intelligent and critical thinking’ with a top 3 box score of 94% and a mean of 9.2.

Really pleased that they offer the IB… challenge my daughter… make a big decision to send her to MLC School… good to know that she is happy there.

At a second tier level is ‘I have high hopes for my daughter academically’ at 73% and ‘I want my daughter to receive a better education than I did’ on 75%.

Because they take a whole-of-person approach to education… not just academic… they encourage the girls to develop an understanding of what the girl is passionate about and thus likely to excel in.

Both MLC School Parents and Prospects had similar scores for their expectation of the school in their daughter’s education, with the highest ranked statement ‘Have teachers whose judgement I trust.’

Because it’s progressive, and for girls… it gives girls very much a life-focused and all-rounded education.

MLC School Parents are significantly higher on the statements ‘Have teachers whose judgement I trust’ and ‘I expect the school to be the major custodian of my daughter’s education’.

2014 ANNUAL REPORT

Rowley Street Burwood NSW 2134 Tel 61 2 9747 1266 Fax 61 2 9745 3254 www.mlcsyd.nsw.edu.au Follow MLC School on Facebook The Uniting Church in Australia CRICOS No. 02328D A UNITING CHURCH DAY SCHOOL FOR GIRLS, PRE-KINDERGARTEN TO YEAR 12 MLC SCHOOL

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