2015 MLC School Annual Report

ANNUAL REPORT 2015

Education and Finance Annual Report

mlcsyd.nsw.edu.au

ANNUAL REPORT 2015

03 Foreword: Pauline Johnston, Chair, MLC School Council 04 Foreword: Louise Robert-Smith, Principal, MLC School 04 MLC School Vision, Mission, Values 06 Educational and Financial Reporting 07 Summary of Financial Information 08 Evidence of Compliance 1. Key School Bodies Reports 2. Contextual Information About MLC School 3. Student Performance in National and Statewide Tests and Examinations 4. Senior Secondary Outcomes 5. Professional Learning and Teaching Standards, Attendance and Non-Attendance 6. Workforce Composition 7. Student Attendance and Retention Rates 8. Post School Destinations 9. Enrolment Profile, Policy and Procedures 10. School Policies 11. School Determined Improvement Targets 12. Initiatives Promoting Respect and Responsibility 13. Parent, Student and Teacher Satisfaction

FOREWORD

PAULINE JOHNSTON | Chair, MLC School Council I am pleased to report on the 2015 year at MLC School – a year of continuing achievement and outstanding student performance.

In 2015 MLC School once again achieved academic results that are remarkable for a non-selective school.

52% of the 2015 Year 12 cohort achieved an ATAR over 90 in the combined HSC and IB results, while over 32% of the cohort achieved an ATAR over 95 and 12% achieved an ATAR over 99.

55 students joined the Distinguished Achievers list for those who received a result in the highest Band possible for one or more of their courses. Seven of our IB students achieved a perfect score of 45 making MLC School the highest achieving IB school in Australia.

These outstanding results are not the only element that defines MLC School. The essence of MLC School is to create a place where every young woman can discover and achieve all that she is capable of, a place where she can discover how she can make a unique contribution to this world we all share. In very many ways successes such as those I have just described are simply a by-product of what we do at MLC School, rather than an end in themselves.

In this same spirit of continued improvement, over 2015 we focused on delivering the Powerful Learning philosophy across the whole school, improving teaching programs and outcomes for students. To support this, much work has been done to plan the redevelopment of the Senior Campus, a project that replaces ageing classrooms and infrastructure with flexible spaces that will stand us in good stead well into the future.

We know that a school and its outcomes are not about buildings but about the interactions and relationships our students have every day. As such, the redevelopment plans for the campus have been developed with the sole purpose of providing facilities that support the learning and growth of all students and facilitate interaction and enquiry-based learning as it will evolve through the 21st century.

2015 also saw the introduction of the Year 10 Enlightenment Goes Global Service Learning Experience in Chiang Mai, the continuing improvement of the delivery of our co-curricular and sporting programs, the introduction of enhanced pastoral care structures with Heads of Year positions for staff looking after girls in Year 7 to Year 12 and the introduction of and the opening of the two STEAM labs. STEAM stands for Science, Technology, Engineering, Arts and Mathematics – considered by many to be the core capabilities teenagers of today will need to succeed in the world of the future in which they will live and work.

The things that MLC School students learn in this environment will position them well to lead in the world of the future, and continue our fine tradition of more than matching anything their male colleagues can achieve.

Of course none of this would be possible without the outstanding contribution of the staff and volunteers that give tirelessly to make MLC School all that it is. I would like to take this opportunity to thank all of the staff of the school, as well as my fellow members of the School Council and all our other volunteers for their hard work, vision and dedication that sees you constantly rise to challenges, model resilience and deliver results for our students and the wider community to which they belong.

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FOREWORD

LOUISE ROBERT-SMITH | Principal, MLC School Council Having been appointed Principal of MLC School in January 2016, it is a privilege to join the school and to assist in consolidating the numerous educational and development programs which will enhance opportunities for our students and staff.

Our core business remains providing the educational opportunities for the students of MLC School which will support their learning, social and spiritual development so that they can launch themselves into their lives beyond school with confidence and positive energy. I can attest to the resilience, goodwill, and positive intent of the entire school community as reflected in the 2015 Annual Report. Ambition tempered by

compassion is something I see every day in our students and it is this quality which is at the heart of what makes MLC School an inspiring place to work and learn. Our staff are pivotal in this endeavour. It is wonderful to work with them on exciting initiatives to enhance the learning environment at MLC for us all.

In 2016 we will continue to make operational improvements throughout the school, implementing and refining the programs and initiatives outlined in this report. As we do this, we build on the strong tradition of innovation and academic achievement which defines MLC School. This is characterised by a remarkable spirit of generosity and service which imbues all that we do here.

I look forward to continuing to serve the MLC School community as Principal in 2016 and beyond.

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 • • • • •

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

2015 ANNUAL REPORT

A FEARLESS THINKER HAS • • • • • • •

Fundamental optimism Multiple perspectives of the world A questioning mindset A philosophy that learning is integral and personal to one’s life The ability to think critically and creatively when solving problems Courage when taking initiative The confidence to challenge stereotypes

2015 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 – distribution of the report to BOSTES 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.

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 2016 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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2015 ANNUAL REPORT

SUMMARY

FINANCIAL INFORMATION

  The financial position of MLC School continues to remain sound, with all key budget parameters for 2015 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 investment was made in the area of IT equipment and infrastructure to ensure that we maintained our strong commitment to online learning. Ongoing enhancements to buildings and equipment were also made through strategic targeted programs.

14%

5% 1%

INCOME Other Capital Incomes State Recurrent Grants Commonwealth Recurrant Grants Fees and Private Income

80%

7%

20%

73%

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

The MLC School Council met eight times in 2015, 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 2015 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) SRC at MLC School in 2015 was another successful year in which students were able to unite and work cohesively to celebrate the School, enhance School spirit and create a harmonious environment. In the Junior School students were involved in the Junior School Student Council, creating and organising events run for students by students. The SRC focused on a number of projects and events including: • 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 versus student games • Improving our natural environment by seeking to reduce rubbish and increase recycling and ‘green’ practices within the School • Rainbow Week, our annual fundraising event run in conjunction with the worldwide 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 2016, and to continuing to work as a community to improve the School and promote positive community ideals locally and internationally.

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2015 ANNUAL REPORT

2. CONTEXTUAL INFORMATION ABOUT MLC SCHOOL MLC School is an independent, non-selective girls’ school under the Uniting Church of Australia, educating students from PreKindergarten 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 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 2015 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 84.05. Average (HSC equivalent ATAR) score for the IB cohort was 97.55 and 7 students from MLC School achieved perfect scores of 45, achieving a 99.95 ATAR, the highest number of perfect scores of any IB school in Australia.

SCHOOL FACTS School Sector

Non-Government

School Type

Combined

Year Range

K-12

Total Enrolments

1206

Girls

1206

Boys

0

Full time Equivalent Enrolments

1206

Indigenous students

2

Location

Metropolitan

Student Attendance rate

95%

Teaching staff

119.7

Full Time Equivalent Teaching staff

119.7

Operational Staff

55.0

Full Time Equivalent Operational Staff

55.0

An additional 40 students (approximately 34.4 FTE) attend early childhood programs at MLC School. These students are not included in the census statistics.

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2015 ANNUAL REPORT

NEW HORIZONS: Three dimensions, five priorities

Learning Experiences Beyond the four walls of the Senior School Classroom 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.

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 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 only to a select group.

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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 2015 the commitment from our students was remarkable – 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.

This year saw the inception of a Junior School STEAM Lab. A place where the individual disciplines of Science, Technology, Engineering, the Arts and Mathematics merge and students are able to identify and seek to solve the big problems of the world.

The service learning events that the students helped to create in 2015 not only raised money but provided valuable insight into the complexities of the world. Our students understand they are fortunate and worked together for the benefit of others. In 2015 they raised funds to purchase 1000 school uniforms for girls their own age in Uganda, purchased thousands of dollars worth of quality literature to be placed into the hands of underprivileged Australian children and lived out their compassion by making significant donations to our Christmas food appeal.

Collaborative Learning Projects are developed with an understanding that as life itself is interdisciplinary, so too should school be. Life is a complex interplay between the acquisition of knowledge and the development of skills to maximise its application. In developing our new programs at MLC School, we have kept at the forefront of our minds that school is not about preparation for life – school IS life.

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2015 ANNUAL REPORT

Immersive Learning at MLC School MLC School offers a continuum of immersive learning experiences to its students from Year 6 to Year 10. Each one is a cultural and academic opportunity, taking learning beyond the four walls of the class room. Collaborative, analytic and problem solving skills are enhanced and the ability to think critically and creatively is strengthened as they complete final products that showcase their learning. Each immersive experience builds on the one before it.

Year 6 Down the Rabbit Hole 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.

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 six of Shakespeare’s great works. Students re-imagined enchanting scenes from King Lear, A Midsummer Night’s Dream, A Comedy of Errors, Macbeth, Romeo and Juliet and Shakespeare’s final play The Tempest.

Year 8 City Experience City Experience challenges students to observe and investigate specific elements of their environment over a two-week period. In 2015 students found inspiration by exploring significant landmarks, places and historical sites, interviewing and analysing survey data, and evaluating how the people and the systems within our city are connected. They were based at the Karstens Centre in The Rocks and from there explored many parts of the city including the CBD, Manly, China Town, Darling Harbour and Barangaroo.

As well as gaining a sense of what it is like to work and interact in the City, students developed final products that showcased their learning.

Year 9 Broken Hill Outback Experience Students were immersed in the stark beauty and intriguing history of Broken Hill in the NSW far west in small groups over three two-week periods. They learned to live with one another and engaged in independent research and development in a remote Australian landscape. They discovered more about what it means to be Australian and the rich stories that lie within our ancient land.

Year 10 Enlightenment Goes Global Service Learning Experience in Chiang Mai Thailand Undertaken for the first time in 2015, Year 10 students participated in a two-week immersive learning experience in Chiang Mai, Thailand. MLC School students worked with local providers to enhance learning facilities for children in remote villages as well as taking part in cultural experiences. The service component of this experience was demanding and challenging for all of the girls involved. As a culmination of their immersive learning experiences throughout the MLC School journey, the Year 10 students rose to the challenges and strengthened their resilience, collaborative skills and service ethic. For the majority of the students it was a remarkable and life changing experience which has had wide ranging positive effects on individuals and the School Community in general.

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IT Pedagogy 2015 was a year of continued developments across the various technological programs at MLC School, including training and content production with staff and students and the installation 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 useful and effective way to engage students in STEAM initiatives. As a result of this research we began planning a Maker Festival during 2015 for delivery in 2016.

The focus of the Maker Space/ STEAM lab is 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, the spaces in both Junior and Senior School provided a physical area for the delivery of STEAM curriculum objectives, particularly in the area of K – 12 Technologies.

The students worked on a number of exciting projects in 2015 including: • Year 6 students worked through a unit on Microbes as part of the MYP program. The girls’ study of microbes and bacteria in Science was extended with a unit where students created microbial fuel cells and designed their own custom bacteria to solve a global problem. They then went on to create plush toy versions of their creations using felt, embedding the features of their microbe and using mini voice recording modules to bring them to life. Students researched their concepts, sourced materials, built, tested, refined their designs and measured electrical output.

• Year 6 entered the world of electronics and gained an understanding how hardware and software come together as part of their immersive learning experience Down the Rabbit Hole. They designed, built and tested a product that represented their understanding of Alice in Wonderland, using electronics/robotics to represent the absurd, alternative realities presented in Lewis Carroll’s work.

• Year 5 students designed and created toys that would balance perfectly. This involved measurement, material sciences and required students to learn many skills including drilling and cutting.

• Year 3 students constructed their own temperature sensors. These were then used to measure optimal temperatures to sustain life, as part of their ‘Lifecycle of Bees’ project.

Code and Robotics Clubs In 2015 a range of extra-curricular activities for students related to technology were introduced across the school including Junior and Senior Robotics Clubs and Junior and Senior Code Clubs. These supported global initiatives such as the Hour of Code and the National Computer Science Schools Challenge. Students also entered and won a prize in the Tech Girls Are Superheroes competition.

Technology Week This week long festival of technology served to highlight the existing programs and partnerships within our community and develop new programs and partnerships to suit the school’s strategic direction. Technology Week 2015 included a range of career talks, Maker Spaces, Game Spaces, workshops, competitions, training sessions and after school activities.

Apple Distinguished School MLC School was again one of a handful of schools in Australia that was recognised as an Apple Distinguished School, highlighting the school’s achievements to date and its ongoing commitment to integrate technologies into 21st century teaching and learning practices.

Apple Distinguished School, 2011–2012, 2012–2013, 2013–2014, 2014–2015.

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2015 ANNUAL REPORT

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 a Round Square school, regionally or internationally, participate in International Service projects or contribute at school level.

2015 has seen the leadership development of all the students involved as a core focus. A revised model allows the student leaders to be trained and mentored weekly by the Round Square coordinator Caitlin White, to prepare the students to run a weekly meeting of the student body. The student leadership team has expanded to 12 positions and the student body committee has increased to over 90 students from both Senior Years and Middle Years.

The students have continued to raise awareness of international and local issues and promote the IDEALS of Round Square throughout MLC School.

In 2015 conferences and exchanges were popular among students and staff, with MLC School members travelling to places including Scotch Oakburn, Hotchkiss, Tamagawa and St Stithians Colleges on exchanges. Scotch College, Perth welcomed our Year 7 to Year 9 students for the Regional Conference while Year 9 to Year 11 students travelled to United World College South East Asia, Singapore in 2015 and to Rockport School, Northern Ireland and Louisenlund College, Germany, for the international conference. Students engaged in service in other communities and developed personal bonds with their peers from a variety of schools around the world. As a result of our student ambassadors’ positive experiences and personal qualities, the exchange program has grown considerably since 2014 Synergy between Round Square and the Duke of Edinburgh program has supported the growth of both co-curricular program numbers and student dedication, with student’s progress being mapped across both programs to ensure the achievement of goals.

The opportunities that Round Square offers have been also channelled into the International Baccalaureate Diploma Program, Creativity, Action and Service (CAS) course. Student initiatives for community service have been brought to fruition under the auspices of the Round Square ideals. An example of this is the Utopia Project, a student initiative focused on an Aboriginal Literacy project. This project enabled students to work towards and spend a week working with the students at Arlparra High School, Northern Territory.

The continuation of Rainbow Week raised significant funds for important regional and international projects focused on girls’ education such as the Starahe Girls’ Centre in Kenya and Arlparra High School. The week also provided an important professional competency opportunity for students in VET, Entertainment and Hospitality courses. The partnership with the Red Cross was supported again by the annual blood drive.

The year of 2015 has seen the Round Square approach focus on how learning takes place beyond the classroom walls. 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.

In 2015 a Manager of Co-curricular Programs was appointed to improve the delivery of the Co-curricular program and refine the enrolment processes for parents and students.

Below is a sample of numbers of students involved in co-curricular activities at MLC School.

ACTIVITY

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# OF PARTICIPANTS

ACTIVITY

# OF PARTICIPANTS

Art and Design Committee

32

Leadership Team (Senior Years)

28

Art Monitor (Junior School)

13

Minecrafters of MLC School

32

Business Club

38

Nucleus

33

Chess

12

Stories and Everything Else

9

Chess (Junior School)

49

THINK Club

16

Code Club (Middle Years)

12

Tournament of Minds

24

Code Club (Junior School)

23

Wednesday Bible

22

Collective Voice

42

Wednesday Meditation

106

Crochet Club

35

Wednesday Nurse

55

Cross Age Peer Tutoring

28

Wednesday Service

107

da Vinci Decathlon

66

Dance, Drama and Entertainment Committee

12

Debating (Archdale)

36

JAM (Jesus and Me)

49

Debating (FED)

28

Jesus In School Time

26

Debating (ISDA)

27

Junior School – Environmental Monitor

31

Debating (Reserve Squad)

7

Junior School Creative Writing

60

Public Speaking

15

Junior School Engineering Club

57

Speechcraft and Debating (Junior School)

12

Junior School IT Monitor

13

IPSHA Gala Debating Team

5

Junior School Kitchen Garden

16

Junior School Library Monitor

6

Big Band

35

Junior School Robotics Club

20

Chamber Choir (Junior School)

42

Junior School School Monitor

17

Chamber Choir (Senior School)

65

Junior School Scrapbooking Club

24

Chamber Orchestra

29

Junior School Social Services Monitor

33

Choir

325

Junior School Young Scientists

7

Combo 1

10

Leadership – Junior School Class Vice Captain

16

Combo 2

8

Leadership – Junior School House Captain

4

Concert Band

88

Leadership – Junior School House Vice Captain

4

Concert Band 2

19

Leadership – Junior School Class Captain

12

Concertante

60

Leadership – Junior School Student Council

13

Junior School Strings

19

Leadership – Student Representative Council

40

Orchestra

76

Leadership Team (Middle Years)

9

Piano

10

2015 ANNUAL REPORT

ACTIVITY

# OF PARTICIPANTS

ACTIVITY

# OF PARTICIPANTS

Sinfonia

23

Cross Country (IPSHA)

27

Sinfonietta

6

Cross Country (JSCIS)

13

Stage Band

6

Diving

5

String Ensemble (Junior School)

48

Diving (CIS)

7

Symphonic Wind Band

29

Diving (IGSSA)

13

Taiko

50

Diving (IPSHA)

5

Fencing

8

Ballet Ensemble

5

Gymnastics (Other)

8

Ballet (Junior School)

18

Gymnastics (IGSSA)

32

Contemporary Dance Company

58

Gymnastics (IPSHA )

19

Contemporary Dance Ensemble

10

Hockey (IGSSA)

104

Hip Hop Crew (Junior)

14

Hockey/Minkey (IPSHA)

45

Hip Hop Crew (Senior)

12

Netball (IPSHA )

68

Jazz (Junior School)

35

Netball (IGSSA)

57

Jazz Company

35

Rowing

9

Jazz Ensemble

33

Snow Sports

8

Pom Team (Junior)

33

Soccer (IGSSA)

170

Pom Team (Senior)

33

Soccer (IPSHA)

64

Pre-K Dance

21

Softball (IGSSA)

79

Stretch and Strength (Senior)

14

Softball (IPSHA)

21

Stretch and Strength (Junior)

7

Swimming (IGSSA)

18

Swimming (IPSHA)

17

Athletics

8

Swimming (JSCIS)

4

Athletics (IGSSA)

32

Swimming (NSW All School)

3

Athletics (IPSHA)

27

Swimming (Secondary CIS)

3

Athletics (JSCIS)

2

Tennis (IGSSA)

139

Badminton (IGSSA)

52

Tennis (IPSHA)

49

Basketball (IGSSA)

126

Tennis (Tildesley)

27

Basketball (IPSHA)

21

Touch Football (IGSSA)

38

Cricket (IPSHA)

18

Volleyball

98

Cross Country (IGSSA)

44

Water Polo (IGSSA)

35

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 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) 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 In 2015 our Year 12 students achieved extraordinary academic results. The Median combined ATAR for HSC and IB was 90.60.

12% of the cohort achieved a combined ATAR over 99. 32% of the cohort achieved a combined ATAR over 95. 52% of the cohort achieved a combined ATAR over 90.

• 16 students achieved over 99.00 • 32% of students scored 95.00 or above • 76% 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.

Board of Studies, Teaching and Education Standards (BOSTES) Higher School Certificate, 2015 In 2015, 89 students sat for the NSW Higher School Certificate in 34 different courses. The median ATAR for those students was 84.05.

Significant achievements were: • One student received the highest possible ATAR of 99.95 • Three recipients of HSC All-Round Achiever’s Award • Five Students were listed in the Top Achievers List (the first 20 students in courses with under 10,000 candidates and the first 10 students in courses with over 10,000 candidates) – 2nd in Physics – 3rd in English as a Second Language – 5th in Chemistry – 8th in English as a Second Language – 12th in Mathematics General 2 – 18th in Personal Development, Health and Physical Education • 55 students appeared on the Distinguished Achievers List, for those who achieved a result in the highest possible Band for one or more courses.

• One student was selected for ARTEXPRESS, five students shortlisted • Two students were selected to perform in OnSTAGE, four students were shortlisted • One student was selected for Texstyle • One student was nominated for her performance in ENCORE 18

2015 ANNUAL REPORT

2015 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

21

80

52

43

5

33

Biology

33

77

48

45

6

28

Business Studies

27

84

70

30

0

36

Chemistry

13

84

77

23

0

41

Dance

4

73

25

75

0

45

Design and Technology

4

77

50

50

0

36

Drama

13

92

100

0

0

42

Economics

9

78

44

56

0

46

English (Standard)

9

74

11

89

0

8

English (Advanced)

73

83

78

222

0

58

ESL

6

90

100

0

0

26

Food Technology

6

84

83

17

0

28

French Continuers

2

69

0

100

0

66

German Continuers

1

95

100

0

0

55

Industrial Technology

9

76

44

44

11

26

Italian Beginners

4

84

75

254

0

40

Mathematics General 2

33

78

55

39

6

26

Mathematics

33

82

73

27

0

52

Modern History

16

83

81

19

0

44

Music 1

7

84

100

0

0

52

Music 2

6

92

100

0

0

88

PDHPE

31

82

52

47

0

30

Physics

10

80

40

60

0

29

Studies of Religion II

13

82

69

314

0

40

Textiles and Design

7

87

86

14

0

38

Visual Arts

23

89

96

4

0

53

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

12

79

50

50

0

22

Hospitality Operations

33

77

48

45

6

28

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

11

44

55

45

0

35

English Extension 2

4

44

75

25

0

26

History Extension

4

35

0

50

50

22

Mathematics Extension 1

16

41

13

88

0

34

Mathematics Extension 2

6

81

17

67

17

36

Music Extension

4

46

75

25

0

56

Subject

Subject

Subject

MLC SCHOOL

19

2015 International Baccalaureate (IB) Diploma Programme The 2015 IB Diploma results for MLC School were high, with seven students achieving a perfect score of 45, (converting to an ATAR of 99.95). Another 14 students received Distinction Certificates having gained marks over 40 points or above.

In 2015, 50 students were awarded the International Baccalaureate Diploma undertaking 36 courses.

The median IB Diploma ATAR rank was 97.55. Seventeen 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 (31% of all grades attained).

2015 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

42

41

1

0

5.90

5.16

English A: Literature SL

8

8

0

0

6

5.31

Chinese B – Mandarin SL

1

1

0

0

7

6.73

French B HL

1

1

0

0

7

5.66

French B SL

7

7

0

0

6.00

5.46

Italian AB SL

30

26

4

0

5.97

4.90

Indonesian B HL

2

2

0

0

5

6.28

Indonesian B SL

1

1

0

0

6

5.81

Japanese B SL

5

5

0

0

5.8

5.95

Mandarin AB SL

3

3

0

0

7

6.25

Business and Management HL

13

13

0

0

5.92

4.50

Economics HL

7

7

0

0

6.43

5.23

Economics SL

1

1

0

0

7

5.10

Geography HL

4

4

0

0

6.00

5.19

History Asia/Oce HL

9

9

01

0

6.33

5.76

History Europe/ME HL

7

6

1

0

5.71

4.91

History SL

9

8

1

0

5.89

4.44

Psychology HL

14

14

0

0

5.71

5.26

Biology HL

18

15

3

0

5.61

4.71

Biology SL

18

16

2

0

5.78

4.13

Chemistry HL

5

4

1

0

5.4

5.27

Chemistry SL

12

10

2

0

6.25

4.61

Design Tech HL

6

6

0

0

6

4.82

Physics HL

1

0

1

0

4

5.08

Physics SL

3

1

2

0

5.0

4.47

Mathematical Studies SL

35

29

6

0

5.83

4.43

Mathematics HL

2

2

0

0

7

4.84

Mathematics SL

14

12

2

0

5.71

4.49

Dance HL

1

1

0

0

6

6.39

Dance SL

2

2

0

0

7

6.33

Music HL

6

6

0

0

6.17

5.27

Music SL

1

1

0

0

6

3.96

Theatre HL

7

7

0

0

6.57

5.97

Visual Arts Option A HL

4

4

0

0

6.50

5.09

Visual Arts Option B HL

3

3

0

0

667

4.72

Visual Arts Option B SL

1

1

0

0

7

4.18

Subject

20

2015 ANNUAL REPORT

Number of students

Grade A

Grade B

Grade C

Grade D

Grade E

Extended Essay

49

16

19

13

1

0

Theory of Knowledge

51

9

23

17

0

0

Subject

BOSTES Record of School Achievement Results 2015 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 2015 and compares them with the State’s pattern for distribution of grades.

Course Name

Number of Students in School

State Pattern % of students in Grade distribution

MLC School Pattern % of students in Grade distribution

Number of Students in State

A

B

C

D

E

N

A

B

C

D

E

N

13

27

37

16

6

1

15

23

32

23

7

1

English 200 hours

135

86451

22

30

45

3

Mathematics 200 hours

134

86557

25

30

33

7

Science 200 hours

135

86555

38

32

28

1

13

25

36

19

7

1

Australian Geography 100 hours

135

86652

42

33

22

3

13

26

36

18

7

1

History 100 hours

135

86477

36

57

7

14

26

35

17

7

1

Commerce 200 hours

65

17895

27

31

40

2

27

34

27

9

3

French 200 hours

42

3144

33

21

33

12

35

30

24

8

2

German 200 hours

21

673

29

48

24

38

31

23

6

1

Indonesian 200 hours

9

210

11

44

22

22

34

34

21

10

2

Japanese 200 hours

23

2558

82

0

9

9

37

25

23

11

4

Latin 200 hours

13

468

15

23

31

15

50

24

17

7

2

Design and Technology 200 hours

19

3035

11

37

53

26

33

29

9

3

Food Technology 200 hours

18

16133

56

44

18

29

33

14

6

Information and Software Technology 200 hours

14

10177

36

29

36

22

28

32

13

4

Textiles Technology 200 hours

17

3386

41

35

24

26

32

28

11

3

1

Dance 200 hours

11

2254

64

18

18

29

31

25

8

6

1

Drama 200 hours

40

8768

56

35

9

28

35

26

8

3

Music 200 hours

22

10791

55

27

18

26

31

27

10

4

1

Photographic and Digital Media 200 hours

23

5916

83

17

21

32

30

12

5

1

Visual Arts 200 hours

30

14209

60

30

7

3

27

32

27

9

4

1

Personal Development, Health and PE 200 hours

135

37554

24

46

27

2

13

32

37

13

5

1

4

15

1

MLC SCHOOL

21

The table below gives MLC School’s pattern of Grades for all Year 11 courses in 2015 and compares them with the State’s pattern for distribution of grades.

School Total

School A (%)

School B (%)

School C (%)

School D (%)

School E (%)

School A (%)

School B (%)

School C (%)

School D (%)

School E (%)

English (Advanced)

75

25

28

43

4

0

18

40

34

7

1

English (Standard)

5

0

40

40

20

0

3

19

47

24

7

English as a Second Language

4

25

50

0

25

0

9

23

39

20

8

English Extension

21

38

29

24

10

0

34

43

19

3

1

Mathematics Extension

23

13

9

61

17

0

26

28

28

14

4

Mathematics General 2

37

11

16

60

17

0

8

20

34

25

12

Mathematics

41

11

16

59

11

3

25

26

29

15

4

Biology

28

29

46

18

7

0

13

27

37

17

5

Chemistry

11

27

45

18

9

0

18

26

34

16

5

Physics

10

50

20

30

0

0

17

26

35

16

5

Ancient History

33

27

45

27

0

0

15

28

34

15

6

Business Studies

32

22

22

50

6

0

13

28

36

16

4

Economics

11

27

45

27

0

0

23

33

29

12

4

Geography

17

29

35

35

0

0

18

29

34

14

5

Modern History

17

41

29

29

0

0

18

30

32

14

5

Studies of Religion II

9

0

44

33

22

0

16

30

36

14

4

French Continuers

3

33

33

33

0

0

41

32

21

5

1

Japanese Continuers

4

25

25

25

0

0

33

32

24

9

2

Design and Technology

11

55

9

9

9

18

17

28

33

16

6

Industrial Technology

12

33

33

17

17

0

10

25

35

20

8

Textiles and Design

7

57

29

14

0

0

22

30

27

14

5

Dance

5

60

20

20

0

0

30

37

21

7

3

Drama

16

75

13

13

0

0

23

36

28

9

3

Music 1

7

0

29

43

29

0

17

34

30

13

5

Music 2

5

20

80

0

0

0

49

35

12

3

0

Visual Arts

21

62

29

10

0

0

19

33

30

13

5

Personal Development, Health and PE

26

15

58

23

4

0

13

27

36

17

6

Course

22

2015 ANNUAL REPORT

NAPLAN Results 2015 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. 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

58.8

30.5

31.4

15.9

Band 5

17.6

19.5

52.9

38.5

Band 4

13.7

21.0

13.7

23.0

Band 3

9.8

19.0

2.0

16.4

Band 2

0

5.7

0

4.3

Band 1

0

4.3

0

1.8

Band 8

41.1

17.5

21.6

6.2

Band 7

28.8

20.5

25.7

15.2

Band 6

16.4

21.8

36.5

31.5

Band 5

11.0

20.7

13.5

32.6

Band 4

1.4

15.0

2.7

8.7

Band 3

1.4

4.6

0

5.8

Band 9

33.5

11.9

14.5

4.5

Band 8

32.3

19.9

37.1

14.4

Band 7

22.8

25.8

29.6

21.9

Band 6

9.5

26.3

12.6

27.4

Band 5

1.9

13.5

6.3

21.4

Band 4

0

2.6

0

10.4

Band 10

26.4

8.2

27.3

5.6

Band 9

37.3

17.0

16.4

9.0

Band 8

26.4

25.2

37.3

23.4

Band 7

7.3

24.3

14.5

22.1

Band 6

2.7

19.0

4.5

19.7

Band 5

0

6.3

0

20.3

MLC SCHOOL

23

% 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

47.1

27.1

45.1

32.1

33.3

18.8

Band 5

19.6

20.1

25.5

20.4

23.5

19.3

Band 4

21.6

20.8

23.5

23.6

27.5

23.8

Band 3

5.9

18.4

5.9

12.6

11.8

21.1

Band 2

5.9

9.6

0

7.3

2.0

12.6

Band 1

0

4.0

0

4.1

2.0

4.4

Band 8

23.0

12.9

39.2

18.1

21.9

14.9

Band 7

41.9

27.0

28.4

20.6

21.9

16.6

Band 6

24.3

25.2

21.6

21.5

31.5

25.6

Band 5

5.4

20.0

9.5

22.5

19.2

25.3

Band 4

4.1

10.4

0

10.7

4.1

15.3

Band 3

1.4

4.5

1.4

6.6

1.4

3.0

Band 9

32.1

11.6

42.1

15.9

26.8

13.3

Band 8

35.2

28.3

30.2

18.4

20.4

15.8

Band 7

23.3

27.0

19.5

22.6

40.1

26.1

Band 6

8.2

18.3

8.2

24.9

10.8

27.1

Band 5

1.3

8.3

0

10.8

1.9

15.9

Band 4

0

6.4

0

7.4

0

1.9

Band 10

20.0

9.0

23.6

6.3

32.1

13.1

Band 9

40.9

18.7

30.9

12.9

27.5

15.5

Band 8

28.2

31.1

30.0

26.9

30.3

26.0

Band 7

10.0

22.4

12.7

22.4

9.2

28.3

Band 6

0.9

10.8

1.8

21.4

0.9

15.1

Band 5

0

8.1

0.9

10.1

0

2.1

Trends Compared to Previous Years Although some averages were lower than those recorded in 2014, the results are consistent with other results collected 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 In Writing the number of students in the top band was comparable to recent years. In Reading, Spelling, Grammar and Numeracy the number of students in the top band was lower than usual.

Year 5 In Writing there were more students in the top band than usual. There were a lower number of students than usual in the top band for Spelling and Numeracy and a comparable number of students in the top band for Grammar Year 7 In Reading, Writing, Spelling and Grammar the number of students in the top band was comparable to usual numbers. In Numeracy the number of students in the top band was lower than usual.

Year 9 In Writing the number of students in the top band was higher than usual. In Spelling, Grammar, and Numeracy the number of students in the top band was lower than usual.

24

2015 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

MLC School mean

NSW mean

NSW AIS mean

Reading

Domain

491.2

430.3

457.5

Writing

465.1

423.1

442.9

Spelling

464.2

418.5

442.1

Grammar and Punctuation

486.5

439.6

471.3

Numeracy

446.2

402.4

427.5

Reading

564.0

502.0

528.7

Writing

531.5

483.4

502.2

Spelling

548.4

506.4

525.5

Grammar and Punctuation

572.4

509.0

540.5

Numeracy

525.7

498.4

520.9

Reading

606.6

549.5

576.1

Writing

577.9

511.5

538.7

Spelling

610.0

555.1

574.4

Grammar and Punctuation

625.0

546.6

575.9

Numeracy

603.7

548.9

574.5

Reading

655.5

584.1

610.2

Writing

633.1

545.0

580.1

Spelling

653.7

591.9

611.6

Grammar and Punctuation

651.8

571.5

597.0

Numeracy

660.3

599.5

626.3

4. SENIOR SECONDARY OUTCOMES YEAR 12 RESULTS Senior Secondary Certificate Awarded

139

Completed Year 12

139 VOCATIONAL EDUCATION AND TRAINING (VET)

Awarded a VET Qualificaiton

19

MLC SCHOOL

25

5. PROFESSIONAL LEARNING AND TEACHING STANDARDS, ATTENDANCE AND NON-ATTENDANCE (a) Professional Learning All MLC School teaching staff undertook professional learning opportunities throughout 2015, which included: • • • • • • •

Staff development days Mentor programs School-based workshops Research projects Online training External conferences and workshops Participation in the Harvard courses ‘Educating for the Unknown’ and ‘Making Learning Visible’

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 $1900 per teaching staff member on professional development in 2015. (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.

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.

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

139 3

0

The three 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 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.

26

2015 ANNUAL REPORT

6. WORKFORCE COMPOSITION In 2015 the average daily staff attendance rate was 93.99%. The proportion of staff retained from December 2014 to December 2015 was 81.7%.

STAFF

TEACHING

NON-TEACHING

TOTAL

STAFF

TEACHING

OPERATIONAL

TOTAL

Primary Full Time Equivalent

26.75

15.8

42.55

Secondary Full Time Equivalent

92.95

39.2

32.15

Total Full Time Equivalent

119.7

55.0

174.7

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7. STUDENT ATTENDANCE, RETENTION RATES (a) Student Attendance 95% of students attended school on average each school day in 2015. 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

9750

9406

96%

Year 1

10088

9642

96%

Year 2

9150

8734

95%

Year 3

10495

9918

95%

Year 4

10400

10008

96%

Year 5

15124

14608

97%

Year 6

14914

14211

95%

Year 7

32278

31139

96%

Year 8

24022

22870

95%

Year 9

23113

21969

95%

Year 10

27725

26283

95%

Year 11

27383

26209

96%

Year 12

23667

22361

94%

TOTAL

238,109

227,358

95%

As reported to DEEWR (Commonwealth Department of Education, Employment and Workplace Relations, now the Department of Education and Training). In 2015 the reporting requirements were simplified to the table above. (b) Student Retention

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Years Compared

Year 9 Total Enrolment

Year 12 Total Completing High School

Year 9 Total Enrolment who remained to complete High School

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%

2015 ANNUAL REPORT

Apparent Retention Rate

Actual Retention Rate

8. POST SCHOOL DESTINATIONS YEAR 12 2015 COHORT DESTINATIONS

NUMBER

COURSE

NUMBER

University of Sydney

39

Commerce/Business/Economics

26

University of NSW

33

Science/Biomedical/Medical

19

University of Technology Sydney

29

Arts

18

Macquarie University

10

Law

17

Australian Catholic University

7

Health Sciences

16

ANU

7

Communications/Media

11

University of Western Sydney

5

International/Global Studies

8

Overseas Universities

4

Design

7

University of Wollongong

4

Education

6

Melbourne University

2

Psychology

6

Charles Sturt University

1

Creative Innovative Intelligence

6

Monash University

1

Architecture

4

La Trobe University

1

Engineering

4

Bond University

1

Creative Arts/Music

3

Medicine/Surgery

3

Information Technology

2

Aviation

1

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

9. ENROLMENT PROFILE, POLICY AND PROCEDURES (a) Profile The total number of students enrolled at the Commonwealth Census date of 1 August 2015 was 1206. 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, increasing by 0.53% and 0.36% 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

0.56

Canterbury/Bankstown

7.05

Central Northern Sydney

2.32

Central Western Sydney

6.81

Eastern Suburbs

0.48

Fairfield/Liverpool

2.00

Inner Sydney

16.59

Inner West

39.74

Lower Northern Sydney

8.41

Outer South West

0.08

Outer West

0.16

St George

12.10

Sutherland Shire

3.04

Year Group Distribution at Census 2015 SECONDARY

PRIMARY

YEAR LEVEL

NUMBER OF STUDENTS

YEAR LEVEL

NUMBER OF STUDENTS

Year 12

147

Year 6

74

Year 11

139

Year 5

75

Year 10

135

Year 4

51

Year 9

113

Year 3

52

Year 8

118

Year 2

44

Year 7

158

Year 1

50

Kindergarten

50

TOTAL

396

TOTAL

810

An additional 40 students (FTE approximately 34.4) attend early childhood programs at MLC School’s Junior School. These students are not included in the census statistics.

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2015 ANNUAL REPORT

(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 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 are discussed with the Enrolments Manager 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 enrolment 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 Community website (password protected) or in print form upon request from the Principal’s office.

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33

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. 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 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 which is available on the MLC School community website.

34

2015 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) (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. ii. iii. iv.

The rights and responsibilities of students and staff within the School community Behaviour management The role of any School leadership system (or equivalent) in the School and the monitoring of that system 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.

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35

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 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.

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 2015 DIMENSION: PROGRAMS PRIORITY: POWERFUL LEARNING 2015 FOCUS Introducing new learning frameworks with rigorous Global focus MYP

ACTION • • • •

Enhance co-curricular opportunities for individual enrichment

•

•

Ongoing implementation of MYP (Year 6 to Year 7) Commence IB MYP in Year 8 Commence program writing and preparation for Year 9 roll out in 2016 Program writing for Year 8 roll out

• • •

Application for MYP authorisation continued Year 8 MYP program rolled out Program writing and preparation for MYP in Year 9 begun for planned rollout in 2016

Appoint Director of co-curricular programs, review and plan for enhanced offerings Review and plan

•

Manager of Co-curricular appointed

•

Consolidated program presented to community

Design and implement STEAM labs in Junior and Senior Schools

•

Deliver STEAM lab spaces and commence programming

•

STEAM labs opened and programming in place

Continue to implement enhanced Pastoral Care approach

•

Implement horizontal Pastoral Care model and improved Pastoral Care programming

•

Revised Pastoral care system implemented, pastoral care programming improved

Community engagement with Powerful Learning

•

Design visual, embed and communicate Powerful Learning philosophy

•

Concepts reviewed

Campus redesign

•

Engage whole school community in naming process of new campus Begin Phase 1 of building project

•

Proposed buildings named by community Phase 1 of building project completed

•

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OUTCOME

2015 ANNUAL REPORT

•

DIMENSION: PEOPLE PRIORITY: WHOLE SCHOOL PRIORITY: UNRIVALLED EXPERIENCES 2015 FOCUS Pursue excellence

ACTION • •

Staff professional learning

•

OUTCOME

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

•

Ongoing review

•

Ongoing review

Scope talent and development plans with staff

•

Ongoing review

DIMENSION: PARTNERSHIPS PRIORITY: SERVING HUMANITY PRIORITY: STEWARDSHIP OF FINITE RESOURCES 2015 FOCUS

ACTION

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

Seek mutually beneficial partnerships to enhance outcomes for all

•

• • • •

Operational excellence

• • •

OUTCOME

Action and evaluate Year 10 Service Learning Experience Continued implementation of Aboriginal and Torres Straight Islander initiatives Commence planning for Year 10 Personal Projects in 2016

• •

Year 10 Service Learning experience implemented and evaluated Ongoing

•

Ongoing

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

•

Ongoing

• •

Protocol in use Ongoing

•

Scholarship process reviewed and refined in 2015 Delayed

Renew website and parent portal Implement Complispace Redesign delivery of newsletter and notification of events

• • •

•

Ongoing Completed Implemented. Improved communication with parents

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Targets for 2016 DIMENSION: PROGRAMS PRIORITY: POWERFUL LEARNING 2016 FOCUS

ACTION

Introducing new learning frameworks with rigorous Global focus

• • • • •

Ongoing implementation of STEAM initiatives Inaugural Makers’ festival and TEDx program Review of languages program Kindergarten to Year 12 Planning for introduction of Year 10 Personal Project in 2017, including staff training Continued implementation of MYP program

Enhance co-curricular opportunities for individual enrichment

• •

Review foundation work completed in 2015 Pilot of STEAM and code co-curricular offering

Re-design of Senior School campus

• • •

Preparatory works Opening of Phase 1 of building in Senior School Review of existing plans

Operational excellence

• • •

Improve calendar planning Implement weekly Year specific communication bulletins Centralise policies and procedures

• •

Scope new learning management system Introduction of Time Tabler program in order to streamline timetable and enhance subject selection processes

DIMENSION: PEOPLE PRIORITY: WHOLE SCHOOL PRIORITY: UNRIVALLED EXPERIENCES 2016 FOCUS

ACTION

Attract retain and develop high quality staff

• • •

Scoping of informal leadership opportunities Succession planning for selected departments Enhanced support program for teachers undertaking formal processes of accreditation

Operational excellence

•

Professional learning documentation and procedures refined and moved to online environment Refine management of student/parent grievances Establish new staff and student exit processes including surveys

• •

DIMENSION: PARTNERSHIPS PRIORITY: SERVING HUMANITY PRIORITY: OPERATIONAL EXCELLENCE 2016 FOCUS

40

ACTION

Explore opportunities for students to nurture an ethos of social responsibility

• •

Review of existing/past service learning projects Review utilisation of Round Square association

Operational excellence

• • •

Develop new parent portal Continue scoping new website Work with P&F on parent education forums

2015 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 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 Year 11 students participated in service trips to Fiji, Thailand and Bali.

Experiences in the Middle Years in 2015 provided tangible service learning opportunities, exploring and developing within the students the values of community, responsibility and social justice.

The programs implemented in 2015 saw collaborative engagement rise, where students worked with others rather than for others.

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.

Our Year 8 students moved further afield in their service opportunities in 2014 and through the Human Society and Its Environment (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.

13. PARENT, STUDENT AND TEACHER SATISFACTION At MLC School, 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 has formed the basis of decision making throughout 2015 and was extended to the use of satisfaction surveys at a program level throughout the year.

Program level research in relation to the Chiang Mai Enlightenment Goes Global Service Learning Experience and the Broken Hill experience was consistently positive. Other aspects of the school where detailed feedback was sought included the provision of transport services and detailed enquiry into the provision of co-curricular programs.

The co-curricular research project involved focus groups with parents across a wide range of interests and a detailed survey of parents and students. The results of this activity allowed the school to refine the provision of both transport services and cocurricular programs. The co-curricular research is the basis for further improvements to be made in 2016.

A comprehensive staff satisfaction survey was undertaken during 2015. The survey showed that while staff were satisfied with their working conditions at the school there were also opportunities for improvement.

Towards the end of 2015 there was dissatisfaction expressed by the parent community about some long term teaching staff leaving the school. In acknowledging this at speech night in December, school representatives committed MLC School to examining the pace of change and to maintaining open channels of communication.

In early 2016 MLC School is to welcome new members of the teaching staff and hold a forum for parents hosted by the P&F committee to further improve communication.

Comments from parents about the Enlightenment Goes Global Service Learning experience ‘My daughter found the whole trip fantastic. My usually quiet girl had much to say about the many experiences which were both fun and educational. The work that was done in the village was truly meaningful. This broadened her horizons immensely, giving her a taste of something she now wants to do more of in the future. Also she now has an appreciation of another culture. The whole experience was enriching.’

‘I think service learning is one of the most important things MLC School can do. There is nothing better than seeing how much of a difference you can make.’

Comments from MLC School staff about the Enlightenment Goes Global Service Learning experience ‘I think this experience was an amazing opportunity that these girls will never forget. It challenged them to live outside their comfort zone, do things they would never have done before and at the same time make a difference to others in a positive way.’

‘It’s the best educational program I’ve been a part of in 13 years of teaching.’

Comments from MLC School students about the Enlightenment Goes Global Service Learning experience ‘Being outside my comfort zone and being able to work together as a group to accomplish something that not many people would think a group of 15 years old would be able to do was amazing.’

‘Taking part in the service at the village was truly incredible and interactions with the children at the school allowed us to see that the work we were doing was genuinely appreciated.’

‘It broadened my perspective of a different culture and opened my eyes to how incredibly lucky I amto go to MLC and live in a country like Australia. The activities we participated in helped develop myself as a global citizen. The service program was by far the most challenging but also most fulfilling activity we took part in. Knowing that we were making a difference to another community, made me feel very happy inside, like I was truly fulfilling the Enlightenment Goes Global experience and helping make a difference to others.’

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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