2017 MLC School Annual Report

ANNUAL REPORT 2017

Education and Finance Annual Report

mlcsyd.nsw.edu.au

ANNUAL REPORT 2017

03 Foreword: Pauline Johnston, Chair, MLC School Council 04 Foreword: Louise Robert-Smith, Principal, MLC School 05 MLC School Vision, Mission, Values 06 2017 Educational and Financial Reporting 07 Summary of Financial Information 08 Evidence of Compliance 08 Key School Bodies Reports 10 Contextual Information about MLC School 21 Student Performance in National and Statewide Tests and Examinations 28 Senior Secondary Outcomes 29 Professional Learning and Teaching Standards, Attendance and Non-Attendance 30 Workforce Composition 31 Student Attendance and Retention Rates 32 Post School Destinations Year 12 2017 Cohort 33 Enrolment Profile, Policy and Procedures 35 School Policies 38 School Determined Improvement Targets 41 Initiatives Promoting Respect and Responsibility 42 Parent, Student and Teacher Satisfaction 2

2017 ANNUAL REPORT

FOREWORD

PAULINE JOHNSTON | Chair, MLC School Council How wonderful to celebrate yet another extraordinary year of achievement from MLC School girls.

In 2017, once again, MLC School girls have excelled at the highest level in academia, sport and the arts. In sport we had national, regional and competition champions.

We wowed audiences with our Sydney Opera House and Town Hall concerts. We continue to reign as the best girls’ school in debating, and our dance program is second to none.

Our girls achieved this whilst still delivering academic results that are the envy of the world.

We achieved all of this because we walk together as a community of the light with one common objective – to provide the best possible education for our girls as a platform from which they can achieve all they desire in life, and make the world a better place for their contribution.

At the heart of MLC School, since its humble beginnings in 1886, is a belief that holistically well-educated young women can, and do, change the world. We take pride in being at the forefront of girls’ education in all its dimensions. In this regard, in 2017, it has been particularly pleasing to see our new Senior School building rise out of the ground. This state-of-the-art facility will mean that, at long last, our physical infrastructure will be as fit for the 21st century as our learning programs and educational approaches. I am pleased to report that the building project is going well so with continued luck and fine weather, our senior girls should be enjoying this facility in early 2019.

At Speech Night, we experienced both the sadness of farewelling our Principal, Mrs Louise Robert-Smith, and the joy of celebrating all she has brought to MLC School over the last two years.

Louise was nothing short of a gift from God Himself to MLC School. During her time with us she gave us incredible love, support, dedication, ability and insight. Under her leadership, our staff, students and entire community flourished.

Although Louise always knew that her time at MLC School would be short, she gave of herself fully from the first day to the last day, and much was achieved under her principalship.

She became a much-loved member of our community and will be greatly missed. We thank her from the bottom of our hearts for the time she spent here at MLC School and wish her the very best as she embarks on the next phase of her journey. We hope that wherever life takes her, she will always take with her a little piece of MLC School as we will always have a little piece of her here with us.

I would like to thank all members of the school community for their efforts this year in making MLC School the special place that it is. Thank you to all of our staff; I am constantly in awe of how far you go above and beyond to give our girls every opportunity and support. Thank you to our parents for your support of your daughters, the staff and the school. Thank you to all the volunteers for your selfless service.

And particularly, thank you to the girls for simply being awesome. Seeing their achievements and the women they re becoming makes me so proud to be associated with this great school. Each and every student has had a wonderful gift, the gift of an MLC School education. Cherish it. I encourage all students to be all that they can be, because this world needs you.

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FOREWORD

LOUISE ROBERT-SMITH | Principal, MLC School It has been such a privilege to have been your Principal for the last two years.

Certainly these have been interesting times for our school, and if it proves one thing, it is that great organisations endure and are so much more than the individuals that are part of their fabric at any given time, no matter how prominent they are. It is a salutary lesson for us all.

Our school has values at its core that carry it through the winds, indeed sometimes tempests, of change. At this core is respect. Good, old fashioned respect, preserving each other’s dignity, even in stressful situations, is vital to the emotional health of any community. MLC School seeks to demonstrate this respect on all levels. As a Uniting Church school, we practise inclusiveness, and that extends to embracing all of our members from all faiths, from all social and philosophical groups. Our girls are the champions of this; their passionate defense of minority groups is a mark of their humanity and generosity of spirit. In the classroom, or the playground, we expect kindness and acceptance, in meetings with parents we will always seek to find solutions that embrace all perspectives.

We are not perfect. Indeed, sometimes we will not all walk away from a situation feeling that our ideal solution has been signed off, but we all need to respect the process and the intent behind these outcomes. This has been another year of enormous vitality and progress at our school. The most tangible sign of this is, of course, the new Senior School building, which is rising up to its full four storeys, and will be transformative in terms of its facilities and learning spaces when it opens for business at the beginning of 2019.

In the Senior School, we have worked to reaffirm our commitment to both, the Higher School Certificate (HSC), as well as to the International Baccalaureate (IB), as pathways in Year 11 and Year 12. Both courses offer rigorous credentials, recognised internationally and both open doors worldwide

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2017 ANNUAL REPORT

for our students. While the content in their courses may be different, the pedagogy is often the same. Our teachers are generally accredited to teach both, but obviously teach their subjects in separate classes. Students who wish to specialise in, say, humanities or sciences, will probably choose HSC, while our generalists will go for IB. We are proud to be one of a handful of elite schools that offers both courses.

While challenging and rigorous academic programs remain the central axis of what we do, a full menu of co-curricular programs is also essential for the growth and development of our students. MLC School offers 18 sports and is renowned for its swim school and Gymnastics program. The Duke of Edinburgh Award scheme is well established. In Music, there are 21 different ensembles, including orchestras, bands and choirs, as well as the opportunity to study a wide variety of different instruments, in addition to choral tuition. Dance and Debating are also significant programs and attract large enrolments. Our leadership opportunities work through our Houses, Student Representative Council and Prefect and Captaincy structures, with the unique MLC School recognition of every girl in Year 12 as a Prefect, carrying with it obligations as well as kudos.

Across all of our programs, be it Music, Sports, special interest or leadership, the enthusiasm and generosity of spirit in our girls is lovely to behold. But the reality is that not everyone thrives in these endeavours.

Awards for academic, creative and sporting achievement and recognition in the form of elected leadership positions are part and parcel of school life, and it is, of course, totally appropriate to celebrate effort and excellence as well as the personal qualities which result in these awards. However, while they are a cause for validation and satisfaction for the minority, awards may not be so great for everyone else.

How do we deal with the disappointment, especially if there are no bright spots to celebrate, and it seems as though our own sincere efforts are being continually overlooked? How do we counter the performance anxiety and drive towards perfectionism that is becoming a worrying trend, particularly with adolescent girls?

Young children are generally shielded from any sense of falling short; there are prizes for all at many events from sports days to birthday parties. Eventually though, real life kicks in and we all have to accept that we may not always, or even ever, be on the podium receiving the award.

In my parents’ day, they tended to be more pragmatic about this. My father was always saying such disappointments were, ‘character building’. These days, our expectations for ourselves and our children seem to be much higher and sometimes uncompromising.

We know that we need to build resilience, and we should accept that this is not a quick fix. The ability to accept ourselves for who we are is built over many years by the love and acceptance of those we love and admire. The corresponding ability to take pleasure in someone else’s achievement without resentment is a mark of a generous and secure person.

I shake many hands and award many prizes, and while I sincerely congratulate all the recipients, I am also very aware that their fellow students may well outshine them in the years ahead.

The ultimate prize, and what I wish for you all, is good, old fashioned contentment. And that comes from the quality of our relationships – both social and spiritual – and the capacity to be comfortable with who we are.

As I said at the beginning of this reflection, it has been a profound pleasure to have led the MLC School community over the last two years. To our wonderful staff who are so dedicated to our school, our Old Girls whose love of MLC School is shown in so many ways, our Council for whom governing the school is a labour of love and our students and their families without whom there would be no school, thank you and Godspeed.

From early on, we need to work together to validate all the wonderful aspects of character in each and every one of our students. The glittering prize may not be theirs today, but it may well be theirs at another time, and indeed it may come in a different form from a conventional award.

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 • • • • •

Pursue excellence Demonstrate integrity Celebrate diversity Embrace world citizenship Live with humility

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2017 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 Department of Education and Training (DET). 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 NSW Education Standards Authority (NESA) setting the annual schedule for: – Delivery of information for each reporting area to the coordinator – Preparation and publication of the report – Distribution of the report to NESA and other stakeholders

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.

DET 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 DET in an appropriate form.

PUBLIC DISCLOSURE MLC School will maintain the relevant data and will comply with reporting requirements of DEC and DET. 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 2018 will be made via the MLC School Community e-newsletter. It will also be made available in hard copy upon request.

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2017 ANNUAL REPORT

SUMMARY

FINANCIAL INFORMATION

The financial position of MLC School continues to remain sound, with all key budget parameters for 2017 achieved.

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 expenditure was allocated to the new Senior School Building project. This will be completed in 2018 and will provide our students with a world-class learning facility that will meet current and future needs.

5%

13%

82%

INCOME State Recurrent Grants Commonwealth Recurrent Grants Fees and Private Income

23%

25%

52%

EXPENDITURE Salaries, Allowances, Related Expenditure Non-salary Expenses Capital Expenditure

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EVIDENCE OF COMPLIANCE 1. KEY SCHOOL BODIES REPORTS (a) MLC School Council The MLC School Council provides a link with the school’s ownership, namely the Uniting Church in 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 11 members. The Council currently has several standing committees including Master Planning, Finance, Risk and Audit Committee and Building Committee.

The MLC School Council met six times in 2017, under the Chair, Ms Pauline Johnston. (b) The Parents and Friends (P&F) Committee The P&F is the main parent body at MLC School. Its purpose is to enhance family involvement in the MLC School Community, represent the views of parents, build and strengthen community spirit and support the school in material, practical and financial ways.

Each year the P&F gratefully receives voluntary financial contributions and a substantial amount of volunteer time from Committee members and Parent Ambassadors. Financial contributions and funds raised from initiatives are used to enhance opportunities and facilities of the school.

In 2017 the P&F hosted parent forums, social events and fundraising events, making a significant contribution to the community life of the school. (c) Student Representative Council (SRC) The SRC celebrated another successful year at MLC School. Students from all age groups continued to collaborate and work cohesively to be a voice for the student body. We have been working towards our goal of creating more opportunities for students to interact across age groups.

We have also combined the Middle Years and Senior Years SRC into a single SRC and are considering ideas for improving the structure of the committee to better represent the whole school body.

The SRC is looking forward to more success next year.

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2017 ANNUAL REPORT

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2. CONTEXTUAL INFORMATION ABOUT MLC SCHOOL 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.

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 Programme for tertiary entry; extensive co-curricular programs that focus on leadership, personal challenge and resilience in multiple domains; languages including Japanese, 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 the lives of others.

In 2017 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 89.95. Average UAC score (ATAR equivalent) for the IB cohort was 97.60 and five students from MLC School achieved perfect scores, half of the perfect scores in NSW. School Facts School Sector

Non-Government

School Type

Combined

Year Range

K-12

Total Enrolments

1223

Girls

1223

Boys

0

Full time Equivalent Enrolments

1223

Indigenous students

6

Location

Metropolitan

Student Attendance rate

96%

Teaching staff

127.20

Full Time Equivalent Teaching staff

127.20

Operational Staff

66.90

Full Time Equivalent Operational Staff

66.90

An additional 42 students (approximately 36.8 FTE) attend early childhood programs at MLC School. These students are not included in the census statistics.

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2017 ANNUAL REPORT

NEW HORIZONS: Three dimensions, five priorities

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Learning Experiences Beyond the Four Walls of the Senior School Classroom The Senior School Journey The MLC Senior School is a thriving learning community. Students in each year group take a journey together, a journey marked by common intellectual experiences that bind and inspire them. It is not surprising 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.

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. We are collaborative and inquiry based, seeking to create strong learning partnerships between our students and their teachers. The Immersive Learning program, allied to the IB Middle Years Programme and our strong focus on investigation and research allows students to explore and learn within a strong learning community.

The program reflects our 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 for all students, not only to a select group.

The Junior School Journey In 2017, the commitment from our students and staff was significant – to excellence in all its forms, to participation in academic, sporting, musical and co-curricular pursuits; commitment to mastery and improvement with hard work, effort and persistence; commitment to building, maintaining and widening friendship circles; and commitment to serving others.

The service learning events that the students helped to create in 2017 not only raised money but provided the students with insight into the complex problems of our world. Our students understand they are fortunate and worked together for the benefit of others. In 2017 they considered global sustainability, learnt about recycling and upcycling, imagined the future, developed a kindness challenge, and raised funds in support of charities that provide for children, whether they be sick or disadvantaged.

Significant funds were raised as well as awareness of the needs of others.

Academically, our students have demonstrated growth in all areas. Of particular note was the roll-out of the Measures of Academic Progress (MAPS) data to personalise Mathematics learning for each girl, regardless of her age group. This will continue the significant growth in knowledge, understanding and skill of our girls.

Junior School girls embraced the spirit of adventure in 2017. During outdoor education experiences, they faced their fears, cooperated and collaborated, developed their resilience and honed their capacity for teamwork.

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2017 ANNUAL REPORT

Immersive Learning at MLC School Global competence is an essential capability that students need to thrive in this interconnected, complex and diverse world. At MLC School our immersion experience programs are explicitly designed to provide students opportunities to develop global competence within a local, national and international context. We prepare our students for further education, work and everyday life.

The programs are characterised by a shared belief of the philosophies of the Uniting Church, academic authorising bodies of NESA, Australian Curriculum, Assessment and Reporting Authority (ACARA), the International Baccalaureate and membership to Round Square. The programs are guided by the school mission to inspire young women to collaborate, create and innovate for a better world.

The immersion programs are for students in Year 8 to Year 10 and aim to: • Examine local, global and intercultural issues • Understand and appreciate the perspectives of others • Engage in open, appropriate and effective interactions with people from different cultures • Act for collective well-being and sustainable development (Adapted from PISA, 2018).

The immersion programs have a cross-curricular and social and emotional learning foundation. The four design components are: Service as action, Adventure, Independence, Leadership (SAIL).

Each program has three interconnecting strands that are designed on a developmental continuum. The three strands are: Knowledge and understanding (disciplinary plus interdisciplinary), Skills (cognitive and metacognitive), Values and attitudes Adopting the work of Berger-Kaye (2010), and the IB MYP (2016) MLC School frames service learning as a process that allows students to evolve and engage in one or more types of action. Sustained inquiry and critical reflection are crucial parts of this process. Students have opportunities to engage in all four categories of service learning: Direct service, Indirect service, Research, Advocacy.

At MLC School we strive to generate authentic, mutually beneficial partnerships with community members and organisations. In collaboration with our partners we strive to achieve realistic differentiated outputs (immediate products), outcomes (mid-term processes) and long-term development goals that have a sustainable community impact.

2017 Immersive Learning Programs Year 8: Urban Explorer – Sustainable Sydney Location: City of Sydney: Bondi to Bankstown 10 days The outcomes of this experience helps students: • • • • • •

Develop familiarity and navigate the Sydney CBD and surrounding areas with confidence Access public transport and learn about the social, environmental and economic benefits Increase awareness of social justice needs in the city Continue to build a sense of community with Year 8 peers Develop leadership skills Work collaboratively to inquire, research and develop solutions and products that have social, environmental and economic dimensions

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In 2017, students engaged in city living, explored urban natural and built environments and experienced cultural and economic communities from Bondi to Bankstown. Sustainability was considered in the following ways.

• • • • • •

Green and eco design Sustainable consumption Sustainable design Sustainable development Sustainable innovation Sustainable production

Students participated in a variety of educational experiences including a CBD Sustainability scavenger hunt, a working tour of Sydney fruit and vegetable market, a world food tour, menu planning and budgeting. Students also visited a community garden for a native bee workshop, undertook a sustainability audit of the school, and were involved in the process of redesigning a heritage building in The Rocks, Sydney. Guest speakers from Cleanaway provided an insight to waste management at our school and across Sydney.

To conclude the immersion experience students worked collaboratively and designed and made products or provided services to help spread awareness and take action on issues of waste, consumption and sustainability. Year 8 then showcased their newly acquired knowledge, plans for the future and actions to make our school and local community more sustainable. This directly correlated with the Sustainable Development Goals of Sydney 2030. Products and services included: • • • • • •

“Yes You Can” promotion with St Paul’s to assist in their canned good food drive New worm farms to produce fertiliser for the MLC School garden team to use A garden renovation at Kent House including upcycling different equipment An e-waste recycling program An educational program on food waste and food rescue organisations The construction of a vertical herb garden

On the Celebration of Learning Evening families enjoyed delicious food from the OzHarvest Food Truck, where funds raised continue to help OzHarvest nourish, educate and feed Australians nationally.

Year 8 in partnership with Our Big Kitchen at Bondi experienced cooking meals for vulnerable community members. Students and families also supported OZ Harvest when we sampled delicious rescued food from the Food Truck Menu.

Year 9: Eudaimonia Location: Broken Hill, Regional NSW 12 days The outcomes of this experience helps students: • • • • • •

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Explore their identities and know others across difference Reflect on their values Develop independent living skills Enquire into issues, ideas and challenges by creating products or explaining phenomena Work actively for social change and justice with people from all walks of the community Consider the ethical implication of their actions.

2017 ANNUAL REPORT

Students participated in a variety of educational experiences including: • • • • • • • • • •

Exploring the Broken Hill line of load Visiting White’s mining museum to hear the stories of the great mines of Broken Hill and experience an underground mine Embarking on a historical neighbourhood walk Conversing with local government representatives Interacting with local students Conducting newspaper investigations Visiting the AGL solar farm Meeting with local business representatives Engaging with community service providers Exploring the ancient landscape of Mutawintji National Park while learning about the importance of sustainable tourism from the Land Council • Visiting the blue heart of the outback – Menindee Lakes • Participating in the passionate community of painters, sculptors, musicians and filmmakers Types of Service: Research, advocacy, direct service Summative tasks included: • To research an issue or need in one of the communities of Broken Hill and surrounding areas • To record the inquiry process in a pre-designed service learning journal to document their thinking, problem solving, and ideas • To develop an action plan; and to create a service learning product that: – Raises awareness and/or – Builds networks within the community, and/or advocates for change • To communicate learning by presentation of service learning journal and product to school and community Year 9 then showcased their inquiries to parents and the school community. Inquiries were structured around the following questions.

• Factual: What factors influence wellbeing in the communities of Broken Hill and surrounding areas?

• Conceptual: How can the infrastructures available to the communities of Broken Hill and surrounding areas respond effectively to the issues of wellbeing?

• Debatable: Can an individual’s actions bring about sustainable change in the wellbeing of others?

Student inquiries were diverse, topics included: • How can we keep the Aboriginal language alive so children have a sense of culture and identity?

• How is lead in the environment affecting the brain development and learning capabilities of children within Broken Hill’s community, compared to children in other parts of Australia and what can be done to assist this?

• Feral goats: Friends or foes?

• What new innovation and technology can contribute towards a future solution for the visibility and efficiency of Royal Flying Doctor Service (RFDS) aircrafts?

• How can we educate younger generations to use renewable energy?

• What are the factors that are causing obesity in the youth population? What action can be taken to rectify the issue?

• How can we help Broken Hill with a sustainable water source?

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Year 9 in partnership with the Broken Hill Art Exchange also designed and painted a mural in South Broken Hill to help with the urban renewal of the area. The mural was in celebration of the 80th anniversary of the establishment of the greening corridor by Albert Morris to help regenerate the area and alleviate dust storms. This work will be continuing with the Broken Hill Council in 2018 when the girls design and build the Albert Morris Garden and help with the historical miner’s cottage restoration in town.

Year 10: Enlightenment Goes Global Location: Chiang Mai, Thailand 13 days The outcomes of this experience helps students: • • • • • •

Develop an understanding of Thai culture Undertake new challenges Understanding their own strengths and areas for growth Plan and initiate activities Work collaboratively with others Show perseverance and commitment

Students were immersed in Thai culture and language. They visited an authentic Karen Village, experienced food, goods and night markets; enjoyed classes on cuisine and bush cooking; chatted with monks at the temple; were physically challenged by Muay Thai classes and the ropes course. Workshops with Buddhist monks at the temple gave the students opportunities to reflect on their mindfulness practices.

Service Partnerships: External provider Traidhos liaises with Thai villages to determine the needs of the local villages and specific projects.

Types of Service: Direct For five days students worked collaboratively to help construct village infrastructure. Projects included concreting paths, painting schools and constructing buildings.

Alternate Program For the small group of students who were unable to travel to Chiang Mai an alternative program was designed. A Thai Journey presents these students with a domestic Thai inspired immersion experience. The students participated in experiential learning, made educational site visits and engaged in service activities. The program has been developed to support the investigation of the Thai people and culture whilst building relationships with peers and challenging themselves with eco challenges from our own backyard.

The program included: • An authentic Thai cooking workshop with Chef Ampha who specialises in Northern Thai cuisine • A visit to the Sunnataram Forest Monastery to view the Thai Buddhist temple and experience a traditional lunch offering • Participation in the national sport of Thailand with two private group sessions in Muay Thai Kickboxing at Sinosic-Perosh Martial Arts • A visit to Taronga Zoo to participate in the ‘Threatened Species’ workshop focusing on Asian Elephants • Service activities in the local community • A two-hour guided eco challenge safari at Western Treetops

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2017 ANNUAL REPORT

IT Pedagogy 2017 was a year of continued developments and innovation across the various technological programs at MLC School.

Curriculum Integration After the creation of the Junior and Senior School STEAM labs, these spaces now facilitate a variety of projects that enhance skills and knowledge in Science Technology, Engineering, the Arts and Mathematics, particularly in relation to design and digital technologies. Some of the projects that students worked on included using drones for measurement in Mathematics, Year 5 iMovies, Year 6 Green Screen training, Hour of Code, Robotics, National Computer Science Schools Challenge and other project collaborations with History, Music, PDHPE and Languages Departments. The team also continued to support staff and students’ skills development in a range of software applications including, After Effects, Photoshop, Wordpress and AccessIT as well as facilitating Digital Citizenship training.

Co-Curricular Programs In 2017 a range of co-curricular activities for students related to technology continued to be facilitated including Junior and Senior Robotics Clubs and Junior and Senior Code Clubs. New co-curricular initiatives were established – a Senior School Start-Up Club and a code tuition program along similar lines to the Music Tuition program.

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A Round Square School 2017 has seen continued commitment to the Round Square philosophy by MLC School exploring new and sustained opportunities for all within the MLC School Community. The school is considered a key member within the worldwide association of Round Square. This is due to the commitment of a 15-year membership within the organisation and the consistent student and teacher delegation representation of the school at Round Square International and Regional conferences and exchanges.

Being a part of this global community ensures that MLC School students are provided with challenging, instructive experiences, through which they can develop responsibility and care for humanity. These experiences are facilitated within and beyond the environment of the school, fostering MLC School students to identify how they can gain the skills and confidence to enable them to commit to principles for effective service and leadership. This is consciously done through a global perspective on society and the environment guiding students to act with insight and consideration for their actions.

The Round Square Student Committee continued to flourish, with a growing student body and sustained commitment to the development of their leadership skills. Mary Pilkinton, was appointed into the inaugural Round Square Captain role. She worked in partnership with the Round Square Coordinator, Ms Caitlin White, to facilitate opportunities for MLC School students to manage a variety of student-led activities and events within the school. The student committee is coordinated by the Round Square Captain, Ms White and a small leadership team of Year 9 to Year 12 students who meet weekly to develop the weekly program. The student committee maintains the Monday meeting program, where students lead each other in discussions about global concerns and project management of school events. This committee has grown in capacity to 110 students.

The Round Square Exchange Program at MLC School has seen over 30 students from Year 8 to Year 11 attend a variety of regional and international exchanges in 2017. Ms Lynn Calluaud, the Round Square Exchange Liaison, has worked with student applicants to partner and organise the exchanges. Students have travelled to the heart of Australia, St Phillip’s School, Alice Springs, to Beijing Concord College of Sino-Canada, China; Tamagawa Academy, Japan; Lower Canada College, Canada; United World College South East Asia, Singapore; Hotchkiss College America; Inter-Community College, Switzerland; and Penryn College, South Africa and many more places. The exchanges vary from two to 10 weeks, depending on the age of the student. The success of these exchanges can be seen in the continued partnerships between the schools, more importantly within the students on their return home from their unique experiences.

Round Square’s development of the IDEALS (Internationalism, Democracy, Environmentalism, Adventure, Leadership and Service) has seen the launch of the pilot system Round Square Discovery Framework (RSDF). This framework delves deeper into the IDEALS, applying the philosophy of Character Education as the vehicle to support students to go from ‘doing’ to ‘being’. Ms Caitlin White presented at an RSDF workshop in Hong Kong by the Round Square CEO, Rachel Westgarth. From this, Ms Caitlin White and Mr Blake Fatouros, Director of Co-Curricular Programs, commenced scoping the possible further application of this framework within co-curricular at MLC School. The aim is to support students to identify and reflect on their character growth based on the activities and experiences they participate in.

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2017 ANNUAL REPORT

The Co-Curricular Program MLC School has a proud tradition of offering high quality co-curricular programs that cater to the needs and passion of the individual. These programs support our student’s academic and social wellbeing as well as fostering supportive, collaborative and creative communities.

Through participation, students have opportunities to develop: • • • • •

Self-discipline, reliability, time management Self-confidence Skills in handling competitive situations Capacity for learning new concepts Social groups and friendship connections

Co-curricular programs operate outside of the regular academic timetable and currently are conducted in five key blocks of time: • • • • •

Weekday mornings, 7–8am Weekday lunchtime Weekday afternoons, 3.15–6.30pm Weekends School Holidays

2017 offered Co-Curricular programs across nine broad areas: • • • • • • • • •

Sport, including Aquatic Centre activities such as Swimming, Diving and Gymnastics Music, including private instrumental tuition, choirs, orchestras and bands Speech and Drama, speech and drama tuition, school productions, drama companies and Theatresport teams Debating and Public Speaking, including Archdale, Independent Schools’ Debating Association (ISDA), Friday Evening Debating (FED) debating competitions as well public speaking events like Rostrum and Legacy Mind Challenges, Da Vinci Decathlon and Tournament of Minds Clubs and committees, including Robotics, Collective Voice, Creative Writing, Code Club, Homework Club, Cross-Age Peer Tutoring, Maths Mentoring, etc.

Duke of Edinburgh, camps and expeditions Round Square, Student leadership conferences and exchange programs (NOTE: this is not solely a co-curricular activity, but rather a whole-school ethos) Dance, technique classes, ensembles and companies.

2017 saw the production of the second edition of the Co-Curricular Handbook. With some refinement, the handbook continues to be a comprehensive document that outlines all of our co-curricular offerings alone with policy and procedures for each activity, contact details for coordinators and enrolment processes.

With the continued support of IT services and Finance we added to the functionality of a co-curricular database and online enrolment systems rolling it out to include all co-curricular programs. These system aid in the streamlining of administrative tasks for coordinators including awarding of pockets, management of report data as well as providing a centralised hub for record keeping.

In collaboration with the Round Square Coordinator and using the Round Square Discovery Framework (RSDF), we developed a co-curricular student reflection model. The aim is to embed the RSDF is to facilitate co-curricular reflections through the Pastoral Care program. Reflections, using the developed criteria, are completed in Luminary time around reporting periods, providing the Luminaries with a valuable tool in tracking students wellbeing and personal growth. Testing of the model will begin early 2018.

MLC SCHOOL

19

Enrolment numbers across the range of programs offered: ACTIVITY

20

TOTAL NUMBER OF ENROLMENTS (PRE-K TO YEAR 12)

Clubs and Committees

400

Dance

400

Debating

80

Duke of Edinburgh

106

Mind Challenges

80

Music

752

Round Square (Year 6 to Year 12)

90

Speech and Drama

200

Sport

763

2017 ANNUAL REPORT

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 these to MLC School students.

They include: (a) Pathways – Each year some MLC School students in Year 11 and Year 12 select the Pathways option of extending their HSC or IB Diploma 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) NSW Education Standards Authority (NESA) 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 In 2017 our Year 12 students achieved extraordinary academic results. The Median combined ATAR for HSC and IB was 92.45.

12% of the cohort achieved a combined ATAR over 99. 37% of the cohort achieved a combined ATAR over 95. 64% of the cohort achieved a combined ATAR over 90.

• 12% of students scored over 99.00 • 37% of students scored 95.00 or above • 81% of students scored 80.00 or above 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.

NSW Education Standards Authority (NESA) Higher School Certificate, 2017 In 2017, there were 145 instances of students being awarded Band 6 or E4 (the highest bands possible) while 65% of the cohort achieved a Band 6 in at least one subject. In 24 of the 27 subjects sat by our students the results in Bands 5 and 6 exceeded the state average. Four students were placed on the HSC All Rounders list, for those who achieve Band 6 in 10 units of studies.

Significant achievements were: • • • • • • • • • •

56 students were placed on the HSC Distinguished Achievers list One student placed 7th in Mathematics Extension 2 and one student placed 4th in Entertainment Industry 100% of Music 1 students achieved a Band 6 and 100% of Music Extension students received a Band E4 100% of English Extension 2 students received a Band E4 100% of Geography students achieved Bands 5 and 6 100% of Japanese Continuers students achieved Bands 5 and 6 100% of Visual Arts students achieved Bands 5 and 6 87% of Drama students achieved a Band 6 65% of Ancient History students achieved a Band 6 One student’s work was exhibited as part of the ArtExpress showcase of the best visual artists completing the HSC across NSW. • The work of three students was selected for inclusion in ENCORE, a concert of outstanding performances and compositions from HSC music students.

• The work of one student was selected for the Texstyle showcase of the best textile works from HSC students across NSW. • The work of one student was selected for InTech, an annual exhibition of Major Design Projects from students across NSW. MLC SCHOOL

21

2017 Higher School Certificate – MLC School Results and State Comparison Number of students

Mean 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 Band 5

Ancient History

17

88.16

88

12

0

28

Biology

22

85.45

82

18

0

28

Business Studies

32

84.06

72

28

0

28

Chemistry

11

80.71

64

36

0

33

Dance

Subject

2

78.90

50

50

0

41

Design and Technology

7

84.83

100

0

0

32

Drama

16

93.06

100

0

0

29

Economics

9

77.18

67

22

11

35

English (Advanced)

63

85.83

89

11

0

49

English (Standard)

13

77.15

15

85

0

15

English as a Second Language

5

78.28

60

40

0

20

Food Technology

3

86.07

67

33

0

22

French Continuers

6

86.27

83

17

0

40

Geography

4

88.10

100

0

0

35

Industrial Technology

12

86.67

92

8

0

17

Japanese Continuers

5

86.20

100

0

0

33

Mathematics

35

80.49

66

31

3

30

Mathematics General 2

23

80.96

57

39

4

19

Modern History

20

87.73

90

10

0

30

Music 1

4

96.25

100

0

0

45

Music 2

9

90.44

100

0

0

52

PDHPE

18

85.18

72

28

0

28

Physics

10

74.78

30

70

0

23

Studies of Religion I

2

41.65

100

0

0

34

Studies of Religion II

11

84.73

91

9

0

40

Textiles and Design

11

88.84

91

9

0

37

Visual Arts

14

85.87

100

0

0

42

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

18

86.50

83

11

6

39

1

89

100

0

0

34

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 Bands E1/E2

% of NSW students in Band E4

English Extension 1

6

43.27

33

77

0

30

English Extension 2

2

48.75

100

0

0

21

French Extension

1

45.4

100

0

0

40

History Extension

4

44.5

50

50

0

22

Japanese Extension

2

43

0

100

0

37

Mathematics Extension 1

18

79.3

28

44

28

38

Mathematics Extension 2

6

89.13

66

17

17

34

Music Extension

6

47.22

100

0

0

63

Subject

Entertainment Industry Examination Hospitality Examination (Kitchen Operations and Cookery)

Subject

22

2017 ANNUAL REPORT

2017 International Baccalaureate (IB) Diploma Programme The 2017 IB results for MLC School were high, with five students achieving a perfect score of 45 (converting to an ATAR of 99.95).

Another 21 students received Distinction certificates having gained score of 40 or more. In 2017, 47 students were awarded the International Baccalaureate, undertaking 36 courses.

The median IB Diploma ATAR rank was 97.60. Twenty-two students achieved the maximum three bonus points for their work in the compulsory Theory of Knowledge course and the 4000 word Extended Essay. The highest grade achievable, Grade 7 was attained 92 times (33% of all grades attained).

2017 IB – MLC School Results and World Average Number of students

Grade 5–7

Grade 3–4

Grade 1–2

MLC School average grade

World average grade

English A: Literature HL

41

40

0

0

6.15

5.22

English A: Literature SL

6

6

0

0

6.50

5.20

French B HL

1

1

0

0

7

5.42

French B SL

9

9

0

0

6.67

5.52

German B HL

1

1

0

0

7

5.43

German B SL

1

1

0

0

7

5.24

Indonesian B SL

1

1

0

0

6

5.98

Japanese B SL

4

4

0

0

6.25

5.76

Latin HL

1

1

0

0

6

6.81

Latin SL

2

2

0

0

5.50

6.03

Mandarin Ab. SL

3

3

0

0

7

6.09

Business Management HL

15

14

1

0

5.87

3.84

Economics HL

9

9

0

0

6

5.35

Economics SL

3

3

0

0

5.67

5.06

Geography HL

7

7

0

0

6.29

5.23

Geography SL

2

2

0

0

5.50

4.99

History SL

2

2

0

0

6.50

4.23

History Europe HL

8

8

0

0

6.38

4.79

Psychology HL

10

10

0

0

5.80

5.29

Psychology SL

1

1

0

0

7

5.04

Biology HL

11

10

1

0

5.73

4.57

Biology SL

8

8

0

0

6.63

4.05

Chemistry HL

11

9

2

0

5.64

5.23

Chemistry SL

19

18

1

0

6.26

3.75

Design Tech. HL

4

4

0

0

5.75

4.31

Design Tech. SL

2

2

0

0

6

4.90

Physics SL

2

2

0

0

6.50

4.12

Sports Ex Sci SL

5

5

0

0

6.60

4.57

Math.Studies SL

23

21

2

0

6.09

4.08

Mathematics HL

2

1

1

0

5

4.75

Mathematics SL

21

18

3

0

5.76

4.26

Dance HL

4

4

0

0

6.50

6.49

Music HL

4

3

0

0

7

5.30

Music So.Perf SL

1

1

0

0

6

4.85

Theatre HL

5

5

0

0

6.20

5.53

Visual Arts HL

6

6

0

0

6

4.83

Subject

MLC SCHOOL

23

Number of students

Grade A

Grade B

Grade C

Grade D

Grade E

Extended Essay

47

22

15

9

1

0

Theory of Knowledge

47

5

27

15

0

0

Subject

NESA Record of School Achievement Results 2017 The Record of School Achievement (RoSA) was introduced in 2012.

Students in Year 10 and Year 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 2017 and compares them with the State’s pattern of grade distribution.

Course Name

Number of students in school

Number of students in state

MLC School Pattern % of students in Grade distribution

A

24

B

C

D

E

State Pattern % of students in Grade distribution

A

B

C

D

E

N

12.08 27.72 37.35 16.24

5.56

1.04

15.18 23.33 31.43 22.13

6.99

0.93

13.12

36.81 18.43

6.47

0.86

12.89 26.04 36.62 17.36

6.3

0.79

English 200 hours

119

85,187

23.53 42.86

Mathematics 200 hours

119

85,285

24.37 26.89 36.13 11.76

Science 200 hours

119

85,169

16.81 58.82 22.69

1.68

Australian Geography 100 hours

119

84,896

30.83 36.67 25.83

5.83

Commerce 200 hours

47

19,082

42.55 31.91 25.53

25.28 34.52 29.18

8.26

2.5

0.26

History 100 hours

119

85,138

22.69 46.22 31.09

13.57 27.22 35.59

16.6

6.2

0.82

Chinese 200 hours

26

1004

53.85 19.23 26.92

49.5

25.6

18.03

5.28

1.49

0.1

French 200 hours

76

2687

21.05 32.89 42.11

36.36

32.9

21.96

7.22

1.49

0.07

Indonesian 100 hours

1

54

Indonesian 200 hours

15

236

Design and Technology 100 hours

1

1685

Design and Technology 200 hours

16

3240

Food Technology 100 hours

11

15,724

Information and Software Technology 200 hours

8

9221

37.5

25

25

Textiles Technology 200 hours

15

2518

20

60

20

Dance 200 hours

13

1987

84.62

7.69

7.69

Drama 200 hours

28

7398

57.14 35.71

7.14

Music 200 hours

16

10,152

Photographic and Digital Media 200 hours

19

5452

Visual Arts 100 hours

2

3800

50

Visual Arts 200 hours

28

13,251

Personal Development, Health and PE 200 hours

119

59,297

2017 ANNUAL REPORT

33.61

3.95

100 26.67 26.67

40

12.5

12.5

36.36 54.55

0.83

24.3

29.63 24.07 24.07 11.11 11.11 6.67

34.32 32.63 23.31

8.05

1.69

23.44 31.51 31.51

9.97

3.32

0.24

6.25

26.42 33.18 29.44

8.89

1.82

0.25

9.09

17.29 29.82

13.37

5.34

1.07

12.5

23.2

29.53 30.97 11.54

4.41

0.35

100 68.75

0.84

27.4

8.46

2.18

0.16

30.4

32.86 25.01

7.15

3.57

1.01

27.86

36.7

7.54

2.92

0.35

25.98 32.49 26.76 10.55

3.71

0.51

21.35 32.28 29.38 11.04

4.77

1.17

17.34 31.71 31.84 12.92

5.37

0.82

32.14 35.71 32.14

26.23 33.07

3.52

0.77

41.18 27.73 31.09

13.31 32.91 37.32 11.63

4

0.82

50

50

42.11 57.89 50

29.51 32.29

33.1

24.63

27.4

9.01

The table below gives MLC School’s pattern of Grades for all Year 11 courses in 2017 and compares them with the State’s pattern for distribution of grades.

School Total

State Total

School A (%)

School B (%)

ESL

3

2838

66.67

33.33

English Advanced

64

English Extension

17

Mathematics Extension

Course

30,774 32.81

School C (%)

School D (%)

School E (%)

State A (%)

State B (%)

State C (%)

State D (%)

State E (%)

State N (%)

9.69

27.59

36.15

20.61

5.46

0.49

50

17.19

18.90

41.11

33.37

5.81

0.71

0.11

58.82

29.41

11.76

36.93

41.76

17.44

3.17

0.61

0.09

21

12,574 28.57

19.05

33.33

19.05

26.21

27.18

28.07

14.09

4.40

0.04

Mathematics General

14

40,157

7.14

42.86

42.86

7.14

7.09

20.31

35.16

24.92

11.54

0.97

Mathematics

49

26,049 32.65

16.33

34.69

16.33

24.16

25.12

30.39

15.44

4.79

0.10

Biology

24

24,383

25

58.33

16.67

12.54

28.41

39.08

15.39

4.27

0.31

Chemistry

24

16,602

25

37.50

25

16.64

27.74

35.03

15.96

4.44

0.18

Physics

9

12,913 44.44

33.33

22.22

16.23

29.22

35.75

14.89

3.73

0.17

Ancient History

19

11,419 47.37

36.84

15.79

15.88

27.44

34.98

15.06

5.63

1.02

Business Studies

34

23,665 38.24

35.29

23.53

13.18

28.37

36.10

16.17

5.50

0.69

Economics

11

7333

18.18

54.55

27.27

21.55

32.51

31.09

11.52

3.10

0.23

Geography

7

6050

14.29

71.43

14.29

16.76

29.42

34.84

13.37

4.94

0.66

Modern History

17

14,647 23.53

58.82

11.76

16.90

28.92

35.04

13.89

4.62

0.63

Studies of Religion I

3

10,908 33.33

13.19

28.09

39.63

16.31

2.75

0.03

Studies of Religion II

4

7862

50

50

16.62

31.29

36.57

12.34

3.01

0.17

Chinese Continuers

2

235

50

50

35.74

30.64

22.13

8.09

3.40

French Continuers

4

859

25

50

25

37.72

33.99

22

5.24

0.93

0.12

Indonesian Continuers

3

81

33.33

66.67

34.57

25.93

25.93

13.58

Japanese Beginners

5

1185

20

80

21.43

22.28

25.74

17.55

12.24

0.76

Design and Technology

5

4916

20

40

20

20

15.40

29.35

33.22

15.03

6.24

0.75

Food Technology

6

4433

16.67

33.33

33.33

16.67

13.72

24.88

33.41

18.45

8.41

1.13

Industrial Technology

5

9031

60

40

10.11

24

36.03

19.89

8.27

1.71

Textiles and Design

7

1980

57.14

42.86

21.16

31.06

29.04

13.33

4.70

0.71

Dance

4

1147

25

50

35.22

36.70

19.27

6.19

2.27

0.35

Drama

17

5471

76.47

23.53

24.55

35.95

28.42

8.10

2.43

0.55

Music 2

5

908

40

20

20

50.55

35.02

10.79

3.08

0.55

Visual Arts

11

11,592 54.55

36.36

9.09

20.20

32.59

30.45

11.45

4.03

1.28

PDHPE

15

20,171

46.67

53.33

12.12

26.97

37.44

17.30

5.64

0.53

6745

12.50

2.94

5.88

66.67

25 20

MLC SCHOOL

25

NAPLAN Results 2017 Percentage of Students in each Band There are 10 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. % in each band

Year 3

Year 5

Year 7

Year 9

26

2017 ANNUAL REPORT

Reading

Writing

MLC School

NSW

MLC School

NSW

Band 6

51.9

29.2

40.4

14.5

Band 5

25

21.8

42.3

38.7

Band 4

19.2

22.7

15.4

23.1

Band 3

3.8

15.7

1.9

17.7

Band 2

0

6.5

0

4.3

Band 1

0

4

0

1.6

Band 8

33.3

18.4

14.7

5.3

Band 7

30.7

21.3

25.3

12.8

Band 6

28

26.1

33.3

30

Band 5

8

17

25.3

36

Band 4

0

12.7

1.3

9.4

Band 3

0

4.5

0

6.5

Band 9

35.5

11.8

21.8

5.4

Band 8

30

18.8

40

15.9

Band 7

24.5

29.6

21.8

21.6

Band 6

6.3

23.5

12.7

27.3

Band 5

3.6

11.1

3.6

21.1

Band 4

0

5.2

0

8.7

Band 10

27.8

7.6

23.5

7.3

Band 9

32.1

17.1

24.1

10.7

Band 8

29.6

33.7

33.3

27.2

Band 7

8.6

21.1

13.6

20

Band 6

1.9

14.9

4.9

18.7

Band 5

0

5.6

0.6

16.1

% in each band

Year 3

Year 5

Year 7

Year 9

Spelling

Grammar and Punctuation

Numeracy

MLC School

NSW

MLC School

NSW

MLC School

NSW

Band 6

36.5

28.3

59.6

35.8

59.6

23

Band 5

28.8

24.4

28.8

26.2

15.4

20.3

Band 4

21.2

21.1

9.6

14.4

17.3

27.3

Band 3

13.5

14.1

1.9

10.7

7.7

16.9

Band 2

0

9.1

0

6.9

0

9.6

Band 1

0

3.1

0

6

0

2.9

Band 8

30.7

17.4

38.7

21.8

26.7

13.4

Band 7

21.3

20.8

18.7

14.4

24

19.1

Band 6

33.3

29.5

30.7

25.7

29.3

29.3

Band 5

13.3

19.3

9.3

16

17.3

23.6

Band 4

1.3

8.1

1.3

15.6

1.3

11.6

Band 3

0

5

1.3

6.4

1.3

3

Band 9

28.2

14.3

37.3

12.7

32.1

17.1

Band 8

38.2

27

27.3

17.3

34.9

17.8

Band 7

25.5

26.9

29.1

30.2

27.5

29

Band 6

6.4

17.3

5.5

21.5

3.7

22.2

Band 5

0.9

9.8

0

10.5

1.8

11.6

Band 4

0.9

4.7

0.9

7.8

0

2.4

Band 10

29

9.1

37.7

11.1

25.9

12.1

Band 9

40.7

22

21.6

13,7

22.2

17.7

Band 8

17.3

24

24.7

26.7

35.2

28.7

Band 7

9.3

25.8

12.3

24.6

15.4

25.9

Band 6

3.7

12.8

3.1

15.3

1.2

14.6

Band 5

0

6.2

0.6

8.5

0

1

Trends Compared to Previous Years Although some averages were lower than those recorded in 2016, the results are consistent with other results for this cohort of students over time and indicative of their previously demonstrated levels of ability and performance, while showing improvement in a significant number of individual cases.

Year 3 The number of students in the top band reduced slightly in all areas except for Numeracy where there was a significant improvement.

Year 5 There was improvement in the overall mean scores in Reading, Writing and Numeracy for these students.

Year 7 There were improvements in students achieving the top band in Reading, Grammar and Punctuation, with significant improvements in Writing, Spelling and Numeracy.

Year 9 For this cohort, there was improvement in the overall mean scores in Reading, Writing, Spelling, Grammar and Punctuation and Numeracy.

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

Year

Year 3

Year 5

MLC School mean

NSW mean

NSW AIS mean

Reading

Domain

498.2

445.8

470.3

Writing

466.1

433.3

451.6

Spelling

467.5

434.2

455.3

Grammar and Punctuation

511.5

455.4

483.4

Numeracy

476.7

412.8

434.5

Reading

561.2

508.5

537.1

Writing

517.8

477.9

496.9

Spelling

545.1

507.9

527.7

Grammar and Punctuation

563.5

506.3

536.8

537

499.6

523.8

Reading

604.3

568.9

574

Writing

593.8

537.6

543.3

Spelling

606.5

573.8

579.3

Grammar and Punctuation

607.5

569.7

575.7

Numeracy

603.5

583.5

589.3

Reading

646.9

591.9

617.7

Writing

633.5

563

596.5

Spelling

657.3

599

617.5

Grammar and Punctuation

654.1

586

612.3

Numeracy

645.8

605.7

631.7

Numeracy

Year 7

Year 9

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

128

Completed Year 12

128 Vocational Education and Training (VET)

Awarded a VET Qualificaiton

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2017 ANNUAL REPORT

22

5. PROFESSIONAL LEARNING AND TEACHING STANDARDS, ATTENDANCE AND NON-ATTENDANCE (a) Professional Learning All MLC School teaching staff undertook professional learning opportunities throughout 2017, 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 with various stakeholders and is linked to school priorities and recommendations and departmental operational plans that are informed by data collection and analysis.

MLC School expended an average figure of approximately $1087 per teaching staff member on professional development in 2017. (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 were accredited under the ongoing NESA Teacher Accreditation process introduced during 2017

13

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.

1

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 one staff member without formal teaching qualifications is an experienced teacher. Their subject area and qualifications are shown in the table below.

Subject Mathematics

Qualification BA

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 Heads of Year and Luminary systems. 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 Year and Luminaries 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 MLC 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 educational programs are accessible and school attendance is maintained.

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6. WORKFORCE COMPOSITION In 2017 the average daily staff attendance rate for teachers was 93%. The proportion of teaching staff retained from 2016 to 2017 was 85.4%.

30

Staff

Teaching

Non-Teaching

Total

Staff

Teaching

Operational

Total

Primary Full Time Equivalent

31.45

18.09

49.54

Secondary Full Time Equivalent

95.75

48.81

144.56

Total Full Time Equivalent

127.20

66.90

194.10

2017 ANNUAL REPORT

7. STUDENT ATTENDANCE AND RETENTION RATES (a) Student Attendance 95% of students attended school on average each school day in 2016. This figure maintains the daily attendance achieved since 2011 when attendance reporting became a requirement.

Total Attendance Year Level

Enrolment Days

Attendance Days

Attendance %

Kindergarten

8400

7951

95%

Year 1

9504

9119

96%

Year 2

9856

9412

95%

Year 3

8319

8025

96%

Year 4

8673

8310

96%

Year 5

13,452

12816

95%

Year 6

14,418

13717

95%

Year 7

19,224

18569

97%

Year 8

21,182

20374

96%

Year 9

28,302

26981

95%

Year 10

21,716

20642

92%

Year 11

20,292

19138

94%

Year 12

22,925

21949

96%

TOTAL

206,263

197,003

95%

As reported to Department of Education and Training (DET). In 2017 the reporting requirements were simplified to the above table. (b) Student Retention Year 9 Total Enrolment who remained to complete High School

Apparent Retention Rate

Actual Retention Rate

Years Compared

Year 9 Total Enrolment

Year 12 Total Completing High School

2014/2017

129

131

108

100%

83.7%

2013/2016

121

139

117

100%

96.7%

2012/2015

141

139

127

100%

91.4%

2011/2014

124

136

110

100%

88.7%

2010/2013

126

145

115

100%

91.3%

2009/2012

124

143

112

100%

91.0%

2008/2011

127

155

113

100%

89.0%

2007/2010

133

157

121

100%

85.6%

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%

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8. POST SCHOOL DESTINATIONS YEAR 12 2017 COHORT The MLC School Careers Department provides multiple opportunities for students to stay informed about new and exciting courses at University. In addition to the annual Careers and Tertiary Expo they hold a series of Career Conversations where students can hear from inspiring young women who have successfully forged careers in a variety of areas.

The annual Study Abroad Evening is another opportunity where MLC School Old Girls studying overseas, return to school and provide insight into why they chose to study abroad. As indicated in the Destination Survey, this event has influenced a number of students to apply to overseas institutions, as well as interstate universities.

There has also been a trend for students to choose a greater variety of courses as well as combined degrees which allow more flexibility and a broader skillset.

Destinations

Number

Course

Number

University of Sydney

38

Business

14

University of Technology Sydney

28

Arts/Liberal Studies

13

University of New South Wales

23

Science/Med Science/Forensics

12

Macquarie University

7

Design/Creative Intelligence

11

Overseas

6

Health/Physio/Chiro/Speech Path/Podiatry

10

Australian Catholic University

5

Law

10

Western Sydney University

4

Media/Communications

9

University of Melbourne

4

Engineering/IT

7

University of Wollongong

2

Education

5

Torrens University

2

Politics/International/Global Studies

5

Australian National University (ANU)

2

Nursing/Midwifery

4

University of Newcastle

1

Built Environment/Architecture

3

Charles Sturt University

1

Music

3

Macleay College

1

Optometry/Pharmacy

3

National Art School

1

Clincial Science (Pre-Med)

2

University of Notre Dame

1

Diagnostic Radiography

2

Sydney Film School

1

Fine Arts

2

RMIT

1 1 1 1

Data Science/Mathematics

1

Dentistry

1

Medicine

1

Philosophy Veterinary Science

1 1

University of Tasmania Central Queensland University University of Adelaide

Note: Course numbers are greater due to students selecting combined degrees.

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2017 ANNUAL REPORT

9. ENROLMENT PROFILE, POLICY AND PROCEDURES (a) Profile The total number of students enrolled at the Commonwealth Census date of 1 August 2017 was 1223. 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, with Inner Sydney increasing by 1.25% and St George/Sutherland Shire decreasing by 0.03% respectively on last year’s figures.

MLC School students reflect a wide range of family backgrounds. More than 32 nationalities and 38 religions are represented in the MLC School environment.

Residential Distribution Metropolitan Area

% of Student

Blacktown

0.57

Canterbury/Bankstown

6.79

Central Northern Sydney

2.13

Central Western Sydney

5.89

Eastern Suburbs

0.65

Fairfield/Liverpool

2.21

Inner Sydney

19.05

Inner West

37.53

Lower Northern Sydney

9.40

Outer South West

0.08

Outer West

0.00

St George

11.77

Sutherland Shire

3.92

Year Group Distribution at Census 2017 Secondary

Primary

Year Level

Number of Students

Year Level

Number of Students

Year 12

132

Year 6

90

Year 11

112

Year 5

76

Year 10

123

Year 4

49

Year 9

163

Year 3

51

Year 8

121

Year 2

59

Year 7

112

Year 1

52

Kindergarten

51

Total

428

Total

763

An additional 42 students (FTE approximately 36.8) 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 in 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 is 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 Years

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 are discussed with the Registrar prior to submission. Places in these years are offered at the discretion of the Principal. MLC School accepts 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 Enrolments Office. (c) Procedure All applications are processed in accordance with 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 website or in print form upon request from the Principal’s office.

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2017 ANNUAL REPORT

10. SCHOOL POLICIES Student Welfare Policies 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 • 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 Year, Heads of House, Luminaries, Counsellors 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.

Discipline Policies At MLC School, students are required to demonstrate courtesy, respect, integrity and co-operation to all members of the school community at all times. 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 corporal punishment at MLC School under any circumstances.

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. 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 is provided in the MLC School Policy Manual, available on the school’s website.

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

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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) (b) (c) (d) (e) (f)

Appropriate levels of supervision Security of buildings Procedures in case of fire Use of grounds and facilities Travel on school-related activities 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 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.

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.

36

2017 ANNUAL REPORT

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. The school employs a full-time qualified Nurse to provide appropriate care on a daily basis.

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 wellbeing. 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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11. SCHOOL DETERMINED IMPROVEMENT TARGETS New Horizons is the strategic design for MLC School, setting out the dimensions and priorities from 2012–2019.

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 2017 DIMENSION: PROGRAMS PRIORITY: POWERFUL LEARNING 2017 FOCUS Introduce new learning Frameworks with a rigorous global focus

ACTION •

• • • • •

•

Planning for introduction of curriculum elements of Learning Management System for Pre-Kindergarten to Year 12 MYP Authorisation Year 10 Personal Project introduced Ongoing implementation of STEAM initiatives Elevate Project started Student Achievement tracking developed and refined for Year 9 to Year 12 Data driven practice implemented in Junior School

OUTCOME •

• • • •

• •

38

Learning Management System selected and implementation commenced through Pre-Kindergarten to Year 12 School authorised by MYP/IBO in 2017 MYP Personal Project completed first iteration in Year 10 Term 3 STEAM initiatives continued in Junior School and Senior School Elevate staff trained and completed professional development in Senior School. Senior School project identified and commenced.

Student tracking data continued to be developed and refined Data driven practice via MAPS completed first year of implementation

Enhance co-curricular opportunities for individual enrichment

•

Continue enhancement of co-curricular opportunities

•

Enhancement of co-curricular opportunities achieved

Redesign of the Senior School Campus to align to our learning philosophy

• • •

Building Design completed Building contracts awarded Building works commenced

• • •

Building design completed Building contracts awarded Building works commenced August 2016

Operational excellence

•

SEQTA student management elements implemented

•

SEQTA student management elements implemented

2017 ANNUAL REPORT

DIMENSION: PEOPLE PRIORITY: WHOLE SCHOOL PRIORITY: UNRIVALLED EXPERIENCES 2017 FOCUS

ACTION

OUTCOME

Enhance personally significant learning

•

Investigate and introduce pastoral care model from Pre-K to Year 12, aligned to IB Learner values

•

Investigation of Pastoral care model from Pre-Kindergarten to Year 12 ongoing

Attract, retain and develop high quality staff

•

Accreditation preparation for staff coming into the process in 2018 Accreditation processes improved for all teaching staff Leadership Development Model developed New Executive Structure in Junior School implemented

•

Accreditation processes further refined and improved numbers of staff participation.

Improvement of accreditation process completed Leadership Development Model ongoing New Executive structure in Junior School completed and staff appointed

Restructure of Studies Office to facilitate excellence in sytems and processes

•

• • •

Operational excellence

•

• • •

Restructure completed

DIMENSION: PARTNERSHIPS PRIORITY: SERVING HUMANITY PRIORITY: STEWARDSHIP OF FINITE RESOURCES 2017 FOCUS

ACTION

Explore opportunities for students to • nurture an ethos of social responsibility

Seek mutually beneficial partnerships to enhance outcomes for all

OUTCOME •

•

Enhancement and improved use of Round Square Association, including improved Exchange process and program Student Leadership further enhanced

• • •

New website operational New parent portal operational Enrolment processes enhanced

• • •

•

Enhancement of Round Square Association and Exchange process and program completed Enhancement of student leadership ongoing New website completed New parent portal completed Enhancement of Enrolment processes completed

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Targets for 2018 DIMENSION: PROGRAMS PRIORITY: POWERFUL LEARNING 2018 FOCUS

ACTION

Introduce new learning frameworks with rigorous global focus

• • • • •

Review of teaching and learning structures Review of approach to student differentiation Review of approach to IT pedagogy ICT Committee re-formed Learning Management System tested; roll-out and implementation programmed

Integrate classes into new Senior School building

• •

Preparation for opening of new Senior School building Planning for transition of teaching and relevant administration to new building

Changing face of Senior School campus

• •

Planning finalised for enhanced green space Planning finalised for changing usage and improved facilities in existing rooms and spaces

Enhanced understanding of learning needs of Junior School students

•

Continued roll-out of MAPS testing

DIMENSION: PEOPLE PRIORITY: WHOLE SCHOOL 2018 FOCUS

ACTION

Identify areas for immediate and long-term focus as part of the development of next strategic vision

•

Conduct research amongst parents, students and staff on school programs, operations and overall satisfaction

Emphasise whole school focus on all aspects of learning and pastoral care for students to ensure consistency of approach and delivery

•

• •

Enhance and improve communication and collaboration between Junior School and Senior School teaching and administrative staff Provide greater opportunities for interaction across campuses Ensure committees are fully representative

Continue to develop student leaders

•

Reviewing opportunities for leadership

Enhance appearance of facilities

• •

Ongoing audit and review of condition of facilities Plans for upgrade and improvement of facilities

Enhance appearance of students

• •

Review uniform standards and oversight Audit uniform offering and school merchandise

DIMENSION: PARTNERSHIPS PRIORITY: SERVING HUMANITY PRIORITY: STEWARDSHIP OF FINITE RESOURCES 2018 FOCUS

40

ACTION

Enhance service learning opportunities

• •

Review current offerings Develop plan for alignment with MYP standards and in line with school’s mission and values

Plan for future facility and resource needs

•

Re-establish the Masterplanning committee

Enhance marketing presence in the wider community

• •

Review marketing strategy Increase visibility in traditional and social media

Enhance stakeholder communications

•

Review communications channels and collateral

2017 ANNUAL REPORT

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

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.

House programs focus on the value of connection and relationships within the school community and serving others through supporting a wide variety of philanthropic organisations outside the school, organisations such as Uniting World, Indigenous Literacy Foundation, Save the Children, Starlight Foundation, White Ribbon, Beyond Blue, Hamlin Fisula Foundation, CanTeen, Triple Care Farm and Exodus Foundation.

The continued development of our Collaborative Learning Projects in the Junior School invited students to take action and contribute to the world around them.

Junior School students celebrated Chinese New Year with a number of cultural activities. This annual celebration deepens our growing awareness and appreciation for this important cultural festival in Australia and our nearby Asian neighbours. Other initiatives included creating giant stepping stones in the school playground to reflect on the theme for National Reconciliation Week, ‘Let’s take the next steps.’

The Junior School Student Committee extended the concept of Citizen of the Term to include the Early Years, so all students from Kindergarten to Year 5 are able to be recognised with these awards.

Junior School students participated in the Kitchen Garden Club, as a means to extend their respect for the environment and Jesus and Me, to encourage an understanding or the role of faith in life and as a means of becoming reflective as well.

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13. PARENT, STUDENT AND TEACHER SATISFACTION At MLC School, parent, student and teacher satisfaction surveys are conducted regularly.

In 2017, MLC School engaged an external consultant to conduct market research on school plans and levels of satisfaction through online surveys and one-on-one interviews. The findings of this research informed the extension of the strategic vision to the end of 2019.

Following the comprehensive staff satisfaction survey undertaken at the end of 2016, further consideration of ways to improve overall satisfaction was made during 2017.

In mid 2017, Ms Lisa Moloney was appointed as Principal, to commence in early 2018. From that time, there were several opportunities for students, parents and staff to engage with her.

The P&F held a forum for parents, which focused on raising awareness of Pastoral Care matters and to introduce the new Principal.

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2017 ANNUAL REPORT

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A UNITING CHURCH DAY SCHOOL FOR GIRLS PRE-KINDERGARTEN TO YEAR 12 | mlcsyd.nsw.edu.au Rowley Street, Burwood NSW 2134 Australia | PO Box 643 Burwood 1805 | Ph +61 2 9747 1266 | Fax +61 2 9745 3254 The Uniting Church in Australia Property Trust (NSW) (trading as MLC School) | ABN 75 549 644 535 | CRICOS No. 02328D