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ANNUAL REPORT 2017

ANNUAL REPORT 2017 | Marian College Sunshine West

College Contact Information

Address: 196 Glengala Road, Sunshine West, 3020

Principal: Mr. Raymond Pisani

Church Authority: Kildare Ministries

Telephone: (03) 9363 1711

Email: [email protected]

Website: www.mariansw.catholic.edu.au

ABN: 34169198421

E School Number: E1234

AGEID: 845

Attestation: Minimum Standards & Accountability I, Raymond Pisani attest that Marian College Sunshine West is compliant with:

• All of the requirements for the minimum standards and other requirements for the registration of schools as

specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform

Regulations 2007 (Vic), except where the school has been granted an exemption from any of these

requirements by the VRQA.

• Australian Government accountability requirements related to the 2017 school year under the

Schools Assistance Act 2013 (Cth) and the Schools Assistance Regulations 2013 (Cth)

21 May 2018

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ANNUAL REPORT 2017


Vision and Mission

At Marian we take seriously our responsibility to provide the best

learning environment for our students. This is best exemplified

through our Vision Statement:

Marian College: A Community growing in Faith and Love

• Serving Others

• Striving to Achieve

• Thinking for the Future

Our Mission statement also calls us to be true to our traditions,

culture and future.

Mission Statement: As our Community faithfully continues the journey of the Brigidine Sisters, immersed in the teachings of the

Gospels and living the Core Values with strength and kindness, Marian College will:

• Establish an environment that capitalises on our natural tendency for learning and use exemplary teaching

practice so that all students can learn effectively and with a sense of purpose.

• Respect and promote the uniqueness of each individual and provide opportunities for all to navigate their own

path in life, realise their potential, and contribute to the growth of the community.

• Celebrate effort and excellence, both personal and communal, in order to enhance the capacity for growth and

learning.

• Assert that justice requires a radical discomfort about the suffering of others and work to be an agent for

change.

• As a custodian of our Earth, confirm our faith in the future through careful stewardship that models and

promotes a responsible and restrained use of resources.

• Acknowledge our strengths and our common humanity by celebrating diversity.

All our actions and activities over 2017 are evaluated through our Vision and Mission Statements. Moreover, all

developments and changes are reflected in the Kildare Ministries Core Values. All members of our school

community have a responsibility to uphold the traditions on which this College has been established and the Core

Values measure the integrity of all developments at Marian. The Brigidine tradition places great emphasis on

protecting and valuing the dignity of each individual and hence, at Marian, we have the same outlook. We are here

to serve the needs of all students in the most comprehensive and all‐inclusive manner.

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College Overview Our History Marian is a Catholic secondary school that has been providing education for girls in Year 7 to Year 12 since 1957. Our school is a congregational College under the stewardship of Kildare Ministries in the tradition of the Brigidine Sisters and is a place where faith is proclaimed and celebrated. Our school motto,

‘Strength and Kindness,’ challenges students to show qualities of perseverance and energy, whilst at the same time, acting with gentleness.

Marian College is a multi‐cultural community that celebrates the strength which comes from diversity. The Kildare Ministries Core Values, based on the gospel teachings of Jesus, inform our work in all areas of school life. All of our programs are provided within a very affordable fee structure, which is kept deliberately low to ensure families wishing to access a high quality, Catholic Education are able to do so within their local community. The College has embarked on a building program in keeping with a visionary master plan that provides for new or refurbished learning and teaching facilities well into the future.

Curriculum The comprehensive curriculum offered from Years 7 – 10 provides students with a broad knowledge base. In addition to literacy and numeracy programs the curriculum includes an instrumental music program for all Year 7 students, Year level camps for all students in Year 7 & 9 and a broad‐ranging elective program in Years 9 & 10. Comprehensive options at the Senior School allow students to develop individualised VCE, VET and VCAL programs. The College has a strong commitment to digital technologies. All students at the College have a notebook laptop for their personal use and wide‐spread access to technology is available across the school for all students.

Co‐Curricular An extensive co‐curricular program offers choice for students to extend their learning in a variety of areas. Sport, Performing and Visual Arts programs sit alongside Social Justice programs, debating and public speaking teams, Science Club and LOTE Club. Students are encouraged to broaden their learning horizon through active participation in the Co‐Curricular program.

Healthy Bodies The development of an extensive Outdoor and Environmental Education Program at Years 10, 11 and 12 is supported by core Health and Physical Education classes in Years 7 to 10. The camping experience offered at Year 7 and Year 9 encourages young women to participate in a range of unfamiliar and challenging activities. Intra‐ and Inter‐school sporting activities are a highlight of the sporting program.

Community Engagement Students at Marian College are encouraged to contribute to community development within the school and in the broader community. Social Justice Groups are active and mirror the commitment to social action characteristic of the Brigidine Sisters. Students participate in nursing home visits, contribute to homework clubs and volunteer their time with soup vans. Student leaders contribute their voices to shaping the development of the College.

Student Wellbeing Pastoral Care is the responsibility of each member of the school community. Students participate in a formal Pastoral Care program addressing the particular needs of the cohort and the year level. Strong transition processes support students new to the College at all year levels. A Peer Support program for Year 7 students builds connections with older students and is an opportunity for leadership development. As an accredited Restorative Practices School the College continually reviews processes for student behaviour management to provide for effective learning environments and to focus on building positive relationships.

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Principals’ Report Late in 1956 the Brigidine sisters agreed to respond to the

need for a new secondary school to be built, the first Catholic

Secondary College in the western suburbs of Melbourne by

starting Marian Girls’ Catholic College. Mother Stephanie

O’Neill was appointed to inaugurate the secondary school

temporarily located in two classrooms at the Mother of

Sorrows school (now St Paul’s). In 1957 Marian Girls’ College

sprang into life with 24 student enrolments. From those early

beginnings we have what has been gifted to us today.

Since this time, the community of Marian College, has borne

and proclaimed the imprint of the Brigidine sisters. It has been their strength, courage, endurance, compassion and

inclusiveness that have defined this community and informed the education that has been offered to the young

women of the western suburbs of Melbourne for 60 years.

The first register of students from 1957 contains surnames such as Agius, Gawlowski, Grixti, Osoba, Rymanowski,

Trimboli, representing 16 nationalities. Now in 2017, with 800 students, rather than the 24 that the College

commenced with, our rolls are flavoured with surnames representing 59 nations from across the globe. The

diversity of cultures and religions that has characterised this College is one of its enduring strengths.

It is an energising force ‐ we recognise that beneath the differences we are all human beings seeking to create

connections that fill our lives with meaning and purpose. Living with great diversity in such a cohesive community

as the one we have gives us hope – hope for a world that is transformed by tolerance, open‐mindedness, goodwill

and understanding, the building blocks for enduring peace on earth.

The identity of the Brigidine sisters has been formed through their 210 year history, but the wellspring for this

identity was formed well before, when in 1807 Daniel Delany decided to re‐establish the ancient order of Brigid of

Kildare, whose life and history dates back to Ireland in the mid‐fifth century.

In the years between 451 and 524 CE a young Irish woman lived a life that had so much impact that she continues

to inspire commitment and connection to our Catholic faith, even 1500 years later. Legends tells us that she was

moved by the poverty in which people lived, by the needs they showed. Her compassion and thirst for justice were

well known and at the forefront of her actions, even if this put her in conflict with society in general.

There are many miracles attributed to St Brigid of Kildare, most of these involving praying to God to inspire and

support her to give to those in need what they asked of her. The miracles tell us that, with God’s love, Brigid was

always able to provide. This compassion and thirst for justice, underpinned by her deep and abiding faith in God,

were driven by her relationship and love for Jesus and her commitment to be in right relationship with those on

the margins, those not able to advocate for themselves: the outcast, the poor, those who society deemed were not

enough.

In our new sculpture and painting, commissioned to commemorate our 60th anniversary, we have sought to

represent some of the legends and stories that capture the values that St Brigid of Kildare embodied in her life, and

the values we continue to promote and live out today at Marian College. These legends may not speak a historical

truth, but they do speak a human truth, a truth about how we should be in relationship with each other, with our

neighbours and with all of creation.

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The backdrop for our Brigid is a painting of the landscapes of Ireland and Australia. Legend tells us that Brigid was

born across a threshold, not in, not out, not belonging to either, yet belonging to both. Sometimes this is known as

a liminal space, a time when things are changing, when an old order or way of doing things is dissolving, but the

new order that is emerging is not yet understood. Our Brigid spans the liminal space between two countries, an

Irish saint who lived a long time ago, whose life continues to have impact for our very different lives here in

Australia in contemporary times. So, what is common, what moves from the old to the new, from one place to

another ‐ it is the values that Brigid embodied in her life, compassion, justice, hospitality, hope, courage and

wonder, arising from her faith in and faithfulness to Jesus.

It is these values, our Kildare Ministries values, that will continue to inform our response to how we will imagine

life in the new orders we may find ourselves in. Over the course of an academic year we seek to recognise those

individuals within our community, who also embody these values through their contribution to the life of the

College, just as Brigid did with those in her community some 1500 years ago.

Brigid’s arms are outstretched, there is a sense that she is inviting us along, beckoning us to follow. What is it that

Brigid is inviting us into? As we look to the top left‐hand corner of the mural we see the Kildare Ministries cross

painted into the Australian landscape.

Brigid is inviting us forward into a new liminal space ‐ a space of possibilities, as Kildare Ministries stamps its

identity within the Catholic Church in Australia. The Brigidine Sisters have taken an act of courage and struck out on

a new journey, entrusting their story, St Brigid’s story, Daniel Delany’s vision, to our care. We enliven the stories by

who we are as a Kildare Ministries community every day: we keep faith with the tradition by bringing the values to

life and ensuring we live our Mission to be a transformative community, contributing to a new order emerging

from the liminal space.

A new church entity in its own right, entrusted with the work of governing 10 schools across Australia, Kildare

Ministries will work to support schools in their fidelity to our shared story. As a Kildare Ministries school, the

Marian College story has been woven through time, a rich tapestry of experiences that fashion our identity and

shape what it means to be people of faith in this present age. Our commitment as a Kildare Ministries school in the

Brigidine Tradition means that we will continue to seek new ways of living the Gospels into being our response to

Jesus’ challenge to realise God’s kingdom on earth. We will challenge our students to go forth into the world

carrying the flame inspired by the Lamp of Learning to make a difference in their world.

We will be faithful to the legacy of St Brigid of Kildare, inspired by her hospitality and compassion. We will be

stirred to action by the example of Bishop Daniel Delany who believed in the power of education to liberate the

impoverished; and we will honour the Brigidine sisters, who over successive generations have built the community

we proudly proclaim as Marian College, today.

Mr Raymond Pisani

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ANNUAL REPORT 2017


Church Authority Marian College is conducted by Kildare Ministries which has responsibility for ten Catholic secondary colleges. As

the authority in civil and canon law for Marian College, Kildare Ministries is active in the sponsorship and

governance of the school. Kildare Ministries holds reserve powers that include appointment of Principals, a need

for schools to seek approval for capital borrowings and a requirement for approval for significant change in

educational direction. Such responsibilities are exercised through the promotion of a series of core values which

state:

Kildare Ministries is inspired by the transformative vision of the Christian story and our rich traditions.

Wonder Celebrating all that is good with joy and

gratitude

Courage Speaking and acting with integrity

Hospitality Welcoming all

Hope Bringing a sense of purpose

Compassion Walking with and having empathy for all

Justice Making the needs of the vulnerable paramount

This statement of core values informs policies

and guidelines that are developed across each

of the Kildare Ministries secondary colleges. In

addition, there is a strong sense of networking

between the schools through such means as the

provision of professional development

opportunities for staff, through regular

meetings of their Principals and through active

involvement in local Stewardship Councils.

Kildare Ministries’ schools are student focused. The Brigidine Sisters have built a strong foundation that provides

the basis for the quality teaching and learning programs in each of the Kildare Ministries Schools, the focus that

exists on student and staff wellbeing, and the careful stewarding of physical and financial resources that have been

built up over many years.

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ANNUAL REPORT 2017


Stewardship Council As we reflect on a very significant year in the life of the College, we pause and take time to give thanks for those

who sit at the Stewardship Council table at Marian. Throughout the year these generous people give of their time

to provide guidance and support to both Ray and Rita in their role as Co‐Principals. I have the pleasure of chairing

this amazing group of people who contribute, along with so many others, in making Marian College, your College,

such a place of excellence for the young women of Melbourne’s West

At each meeting we receive reports from the various committees that form part of the Stewardship Council. These

include the committees from Finance and Resources, Policies, and Community Involvement. We also receive very

comprehensive Co‐Principal Reports that give us insights into enrolments, staffing news, College celebrations and

events. Throughout 2017, we have continued to monitor policy development, offering advice and ultimately

ratifying those policies presented to us. We have continued our work on the Child Safe Standards and most

recently deepened our understanding of the Reportable Conduct Scheme. We also look at the recurrent and capital

finances of the College and we offer our congratulations on the strong financial governance and strategic

management that is so evident. You would have noticed the constant improvements throughout the College in

creating contemporary and valuable facilities. This does not come without forward planning and creativity and

both of these values are strongly embedded at Marian. We are excited about the developing facilities that your

daughters work and learn in each day.

Jane Goddard introduced us to the Visible Learning Project, which will further strengthen the learning and teaching

program at Marian. The four focus areas this initiative covers are: the Visible Learner, Know Thy Impact, Inspired

and Passionate Teachers and Effective Feedback. We look forward to hearing of the progress of this project next

year.

This year we mark the end of Rita’s leadership at Marian. On behalf of the Stewardship Council I wish to thank Rita

for her generosity of spirit towards all at Marian, for her deep insights and wisdom and her strong leadership over

so many years. On your behalf, and on behalf of everyone who has sat at the Stewardship table at Marian during

Rita’s time here, I wish her well and every blessing.

I thank both Rita and Ray for their insightful leadership of our College this year. They have given of their time and

wisdom so generously. It has been a pleasure to chair the Marian Stewardship Council and work in collaboration to

further embed Marian as a place of first choice for girl’s education.

Gerard Broadfoot ‐ Chairperson Stewardship Council

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ANNUAL REPORT 2017


Education in Faith In our College’s 60th Anniversary year we chose as our theme “Serving the Community with Strength and Kindness

for 60 Years.” So very apt because this has what Marian College has been involved in since its inception. Over the

year we have had many celebrations that have honoured the past and those who have been responsible for our

proud history. We have also acknowledged that the move to Kildare Ministries challenges us today, as a faith

community, to keep serving the community of the west.

Our faith based reflections have allowed us to look back at our foundations: family, church, parishes, and friends.

This has allowed us to celebrate Marian College as a place of welcome for all who have come and continued to

want to be part of our great College.

In March we gathered at St. Leopold’s Church for our first opportunity to gather as a faith community in order to

celebrate our Anniversary Mass led by Fr. Barry Hughes. Many who have made significant contributions to Marian

College including past Principals, staff, students, and those who have governance responsibilities at the College, as

well as our present community, celebrated a wonderful occasion through prayer and song.

Every year, at the conclusion of Term 1, the College experiences a very beautiful re‐enactment of the Passion of

Jesus Christ. Through drama, dance, music, scripture, readings and prayer students were able to gain a sense of the

ultimate sacrifice Jesus went through, showing his never ending and never failing love for us. At this gathering the

students experienced Jesus’ ultimate fate, his suffering and death, all of which was done with a message of love,

forgiveness and hope. Qualities that students can achieve in their own lives.

During Term 2 our Year 7‐11 students had the opportunity to be involved in a Reflection Day whilst our Year 12’s

attended an overnight retreat. These occasions give our students time to be involved in reflection and prayer

activities and to identify where they can be involved in social justice issues. Also, they help students see where God

is in their lives, especially through a sense of belonging to this Christian community.

During Term 3 it was the staff’s time to, once again, make a visible difference in the community. In Mark’s gospel

we hear Jesus say, “Go into all the world and preach the Good News to everyone.” Every staff member associated

with the College went out to a service community, either from inner Melbourne or regional Victoria, to help those

in need. Some of the organizations that benefited from our support were St. Vincent De Paul’s stores and their

Soup Van, Catholic Care, local primary schools and a myriad of other Christian organisations.

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A real highlight of our year was the two visits to the College of Bishop Mark Edwards, a truly inspirational leader.

Firstly, early in Term 3, he met with the Co‐Principals and the School Leadership Team but he was especially keen

to meet the students. He visited many classes and all of our girls were so pleased to talk to him. On this occasion he

met several members of the student Liturgy Team where the Bridigine Day Mass was discussed and organised.

Upon his return to celebrate Mass on Bridigine Day, Bishop Mark saw flags, which represented the nations of the

birth of origin of our girls, being paraded into the sacred space before he conducted a truly memorable Mass in the

round.

We take this opportunity to thank most sincerely all of the students who have made our liturgical celebrations such

special occasions. It is such a reassuring feeling knowing that we have so many students who are so willing and able

to give of their time and expertise to enhance our liturgical occasions. Special mention must be made of the work

of our College choirs who ensured that all liturgical gatherings this year were celebrated with prayerful and

spiritual music and song. To the staff Liturgical Team, Dan Mogg, Lauren Marett, Michael Cooper and Mari Eleanor,

please know that your input and commitment to the team is very much appreciated.

At the end of the year we acknowledged the Year 12’s at their Graduation evening. They will take with them so

many special gifts that they have received over the past 13 years of education with 6 of them here at Marian

College. We wish them all the very best. Remember girls you will always be in our prayers and you will always be

part of Marian.

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ANNUAL REPORT 2017


Value Added In summary, there are many activities and programs that are organised at Marian College that have a positive

effect on the wellbeing and achievements of students and the school community. The following list demonstrates

the many varied and rich curricular and extra‐curricular activities that occur at the school.

These include:

• College Liturgies, Retreats, Prayer Services • Homework Club • Pastoral Care Programs at each year level • Peer Support for year 7 students with year 10 student leaders • The Justice and Democracy Forum, The Leos Club, St. Vincent de Paul Group • Design Education Exhibition • School Camps, Excursions • LOTE Week, Science Week, Book Week • Cultural Diversity Week • Year 10 Social, Year 12 Graduation • Awards Night • College Assemblies • Student and Family Wellbeing Support, 1.6 FTE Counsellors, 0.4 FTE Psychologist • Interschool Sport, Interhouse Sports • Sudanese Family Support, Vietnamese Family Support • Music Programs, School Rock Band, School Choir, College Music Nights • Work Experience Program • Special Interest Clubs eg Science Club, Environmental Club, Art Club, Bike Club • Brigidine Celebration Day combined with Make A Difference Day • 1:1 Laptop program and BYOD program at year 10, 11 and 12 • Student Leadership Programs • Transition Process • Guest Speakers • Parent Education Program • Community Service Program

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Professional Engagement It has been another rewarding year focussed on learning at Marian College. Staff seized many opportunities to

continue their personal and professional development in areas which supported the goals of the College. As always

learning has been characterised by relevant team projects, collaboration that is promoted by active involvement in

the design, practice and evaluation of the learning to improve the effectiveness of teaching and learning outcomes

for all students.

Marian College has continued to remain resolute in its focus on building the capacity of all staff. The staff appraisal

process provides the framework with which staff are given the opportunity to evaluate their performance in the

classroom by using data to identify areas of strength and areas for further improvement and consolidation. The

appraisal system provides school leadership with the opportunity to affirm and acknowledge good practice and to

work collaboratively with individuals to develop their Professional Learning Plans.

This year began a new cycle of positions of leadership and to support the work of our middle leaders we engaged

the services of Karen Stammers and Yve Willich in our annual ‘Extended Leader’s Afternoon’. The intention for the

session was to explore individual leadership style and share strategies to build and lead collaborative teams with a

culture of high performance and trust. Middle Leaders were given the opportunity to set and communicate goals

for high performance.

2017 saw our continued efforts to consolidate upon the work within the Learning Teams. These teams are essential

to align the goals set by the school, team and individual. These teams enable teachers to work on targeted projects

to improve the teaching and learning outcomes for all students and continue the professional dialogue between

staff about pedagogy. We had our teams supported in their actions by their respective Learning Leaders and the

framework established the opportunity for all staff to build upon the College’s efforts as part of the Visible Learning

Plus Project.

Our professional learning calendar was characterised by whole staff meetings where staff rotate through Year Level

meetings, Appraisal meetings and Workshops Sessions. The professional learning workshops supported staff across

a variety of key areas closely aligned with the Annual Implementation Plan. Some of the workshops we held this

year included: analysing our VCE data, preparing students for exam success, numerous visible learning strategies

sessions, prayer workshops and restorative practices session. Our annual staff professional learning day saw the

teaching staff build upon the work of the visible learning plus project to further embed highly effective strategies

within the classroom. At the same time our support staff took part in a session facilitated by Vicki Carter, an

organisational psychologist focussing on recognising and working with individual differences.

Many staff took up the opportunity to attend professional learning programs facilitated by external organisations.

The increased use of webinars made attending professional learning sessions easier and far more convenient. Our

professional learning calendar also enabled the College to meet its Compliance obligations as staff took part in the

mandatory reporting training modules, updated their CPR and took part in the Child Safety Program.

The Staff Wellbeing Committee worked to consolidate their efforts by drafting a Staff Wellbeing Policy. The policy

will create the framework necessary for this group to formulate and adopt a range of wellbeing initiatives to

support the College in the coming year. We extend our gratitude to the staff who supported this committee by

meeting each fortnight during lunch time, so to Mrs Hayes, Mrs Fabbian, Ms Scott, Ms Dixon, Mr Milana, Ms

Makarian, Ms. Navarro, Mr Petrovski and Mrs Marazita a very big thank you on behalf of all staff.

We take this opportunity to thank all staff for their involvement in the professional learning activities run over the

course of the year. In particular we need to mention the staff who supported and mentored pre‐service teachers

during the year. This year we have had an unprecedented number of pre‐service teachers through the College and

this is a true testimony of the generosity and spirit exhibited by staff.

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Teaching Staff Attendance The figures represent the teaching staff attendance rate per staff member who was employed at the school on the

last day of term 4. Staff on any type of leave during the year have been counted as not being in attendance during

that leave. This includes staff on long service leave, leave without pay and maternity leave.

Teaching Staff Attendance Rate 91.17%

The Marian College staff are to be congratulated for their commitment to providing a Learning and Teaching

program that is comprehensive and caters for the many individual needs of our students. All staff have been

involved in organising and participating in a myriad of academic, cultural, sporting and wellbeing activities. The

staff commit their time and effort to the overall development of each student and work in partnership with the

College community to provide future pathways for all.

Staff Retention The proportion of teaching staff retained in 2017 from the previous year was 88.24%. It should be noted that the

calculation of this figure is affected by staff not retained if they had been employed to take the place of teachers

who would be returning to teaching duties the next year.

Teachers and ancillary staff transfer from school to school for a variety of reasons, both professional and personal.

All staff at the College should be endeavouring to further themselves in their own career path. The College realises

that staff may leave to enhance their own prospects for promotion. Similarly, the College seeks to employ new

staff who will add particular expertise, creativity in a preferred area or overall educational leadership.

Teacher Qualifications Marian College is proud to acknowledge the diversity amongst the teaching staff and their commitment to lifelong

learning. Our staff members have attained a variety of qualifications and this assists us to deliver specific programs

for our students. The following table describes the aggregate qualifications for the staff employed at Marian

College.

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 21.88%

Diploma – Graduate 32.81%

Certificate – Graduate 6.25%

Degree – Bachelor 90.63%

Diploma – Advanced 28.13%

No Qualifications Listed 1.56%

Staff Composition The following table illustrates the composition of the teaching and non‐teaching staff at Marian College over 2017.

The College provides employment for a wide range of roles, skills and talents as seen by the number of full‐time

equivalent staff.

Principal class 2

Teaching staff (head count) 67

FTE teaching staff 60.5

Non‐teaching staff (head count) 39

FTE non‐teaching staff 28.5

Indigenous teaching staff 0

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Expenditure and Staff Participation in Professional Learning Professional Learning is an important ingredient in overall school improvement and all staff are expected to model

a ‘love of learning.’ Consequently staff members at Marian are committed to the growth of their own professional

knowledge and practice and they take part in formal and informal activities that strengthen the learning and

teaching capacity at the school. At Marian we acknowledge that all who are employed by the school share in the

duty of educating our students. Consequently, in 2017, opportunities were offered to all staff to participate in

professional development. In total, approximately $180,033 was committed to professional learning, shared

between 106 staff members, resulting in an average spending of $1698 per staff member.

Some of the major areas that were targeted for professional learning included:

ADMINISTRATION Briefing ‐ Nationally Consistent Collection of Data First Aid Update Marian College Professional Development Day ‐ Warden Training Schools Law Conference VCSSPDA ‐Deputy Principal Professional Learning Session Quality Assurance for VCAL Literacy SWD Briefings 2017 Sacred Music Concert Meeting Vetis Partnership VTAC information briefing FAITH Australian Catholic Religious Against Trafficking in Humans Catholic Education Human Trafficking Combined REL Network Day 3 ‐ All Regions ECSIP Shifting Towards the Theological Normative Faith Development Induction ‐ New Staff to Brigidine Schools Justice & Democracy Forum Planning Kildare Ministries Conference Religious Education Coordinators Conference Religious Education Professional Learning Secondary Religious Education Curriculum Leaders Network Secondary Religious Education Network ‐ North and West Social Justice and Catholic Identiity Staff Spirituality Day

LEARNING AND TEACHING Access Skills Training AST ‐ Auspiced Training Industry Partner ACEL Literacy Visible Achper Conference An Introduction to Coding Analysing Your VCE Result Annual Psychology Teachers Conference Annual Staff Professional Learning Day Bachelor of Science & Bachelor of Sports and Exercise Science Beginners Guide to the Digital Technologies Curriculum Best Strategies and Resources for teaching creative narrative writing C‐ALN Network Day and Dyslexia Workshop CDES Conference CEA Workshop ‐ Food Chemistry CEM Network Day CERES – Ticking Minds Cohort 1 and 2: Foundation Day Renewal Cohort 2 Impact Coach Day 2 Cohort 2 Building and Developing Visible Learners Cohort 2 Evidence Into Action Day 2 Cohort 2 Feedback that Makes Learning Visible Cohort 2 Impact Coach Day 3 Cohort 2: Leadership into Action Collaborative Impact Program: Visible Learning School Briefing Collaborative Learning Comtalk ‐ VCE legal Studies ‐ application of syntheses in the new Conview Conference and Expo Emergency Assessor training for RAS exam English State Conference 2018 (VATE) Exam writing Panel ‐ (VET Hospitality) Exam Writing panel VET Hospitality ‐ editing Filex conference (fitness conference) 2017 Further Maths SAC Workshop How to easily motivate and engage students in the English classrooms

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IMVC Coordinators meeting IMVC MEETING Introduction to STEAM based Computer Game Design Leading Purposeful Teaching of Mathematics Learning & Teaching Network Learning Support Officer Professional Learning Lego Mindstorms Robotics Workshop Engaging ways to Explore General & Further Maths MAV Conference Melbourne City Experience Naplan Training PL NAPLAN Training PL (Leadership) Pedagogy and Music conference Reading In Carlton Review the exam ‐ Legal Studies Road Smart Teacher Resource Toolkit SBAT Information session School Visit SEAS and UAC Webinar Secondary Curriculum Literacies Network (SCLN) SEQTA Workshop and Forum Staff Professional Learning Day ‐ Visible Learning Plus Project Top Dance VALA VATE VCE English Voice Conference VATI Conference VCAA Examination Training VCAA Scored Assessment Workshop VCAA Study Design Workshops VCAA VET Scored Assessment Workshop VCAA VET Workshop VCE Music Teachers Conference VCE PE Biomechanics workshop VCE VET Hospitality Curriculum re‐writing VET Hospitality Industry Update VET Inquiry visit to Sunshine Harvest College VILTA CONFERENCE Visual Communication Victoria Conference Visit to St Albans Sec College Visiting Copperfield Secondary College WeSTEM Science Project Western Region Learning and Teaching Network

LEADERSHIP 2018 Funding & Grant Allocation Worksheet Analysing your Schools VCE Data Getting Established with G Suite Know Your Agreement ‐ School Leaders Law School ‐Addressing challenging legal issues and mitigation Parish Priest and Principal Briefing Principals Network Breakfast ‐ Western Region Privacy Training for Secondary Principals Professional Learning Coordinators Network (7 ‐ 12) Professional Learning Coordinators Network (7 ‐ 12) SCSA AGM and executive meeting Secondary School Forum Understanding and Implementing the Victorian Curriculum VASS VCE School Leaders Briefing PATHWAYS Brimbank VET cluster VET Coordinators meeting Brimbank Career Advisers Day Brimbank and Melton LLEN meeting Workshop VTAC careers practitioners briefing 2017 WELLBEING Coaching Young People for Success (CYPFS) Leader Accredited Training CSSS Network meeting Dialectical Behaviour Therapy First Aid Training Lifesaving Victoria Licensee training day Managing Stress in Education Refugee Education Support Program Workshop Staff Professional Learning Day (MBTI Focus) SWD Application Workshop Teacher Wellbeing Workshop Mental Health in Schools Conference 2017 Tracking Anxiety and Building Resilience in Young People Understanding and managing difficult moments and ASD Understanding Autism Spectrum Disorder Western Region. ‐ Students with Disabilities Application Guidelines Western Secondary Student Support Network Youth Mental Health First Aid

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ANNUAL REPORT 2017


Learning and Teaching At Marian College, we strive for continuous improvement and this is articulated in our School Improvement Plan. In

Learning and Teaching our overarching goals for the current four year plan are to:

‐ aim for at least one year’s growth in learning for one year’s input of teaching for every student.

‐ centre student learning, growth and engagement on high impact teaching making it the hallmark of

classroom learning.

‐ tailor learning programs to reflect contemporary community issues and respond to changing needs to enable

each student to make a positive contribution to her world.

In 2017, we have continued to work towards the achievement of some very clear and measurable targets in

relation to academic progress and achievement for our students. We were certainly able to celebrate this at the

commencement of the year at our Marian Academic Assembly, with our VCE results reflecting improved outcomes

from the previous year, particularly in relation to “adjusted study scores”. These scores indicate that a significant

proportion of our students are actually achieving results that exceed their predicted potential.

Whilst a range of different data sets can be used to demonstrate successful outcomes, our focus is on providing the

best possible opportunities for our students to be able to pursue pathways that enable them to lead healthy,

fulfilling lives, engaging with and contributing productively to the local and global community in the years ahead.

Over 78% of our 2016 VCE graduates achieved an Australian Tertiary Admissions Rank (ATAR) of over 50, compared

to the state average of 50%, meaning that a range of tertiary pathways were available to the majority of our

students. In fact, over 80% of our students gained a place in their first or second preference course, which, in turn,

is a great reflection of the work done at the College in pathways planning with our students.

At the Academic Assembly, we were also able to celebrate the achievements of students in other year levels with

Academic Excellence Certificates being presented to students who excelled across all of the subjects reported

upon. At the same time, all students were asked to set their own academic goals for the year, as the most

important measure of success is progress towards one’s own goals. To reflect the importance of individual student

progress, we have revised our semester reports to allow us to clearly show student progress on a continuum of

standards of understandings and skills.

In addition to school‐based assessment tasks, a range of other sources of evidence is collected and analysed to

enable us to ascertain whether we are meeting our goal of ensuring that each student is achieving at least one

year’s progress for one year’s input at school. NAPLAN and Progressive Achievement Tests (PAT) are two sources of

data that we utilise to measure progress. Our outstanding 2017 NAPLAN data showed that we are both a high

growth and high achieving school, with average student growth from Year 7 to 9 clearly exceeding that of the state

in every aspect of the testing.

PAT is administered as one of the many sources of evidence collection for our participation in the Visible Learning

Plus Project. We have now been working on this project for over 12 months and our involvement is supported by

Catholic Education Melbourne. This project is largely based on the findings of the meta‐analyses of Professor John

Hattie, an educational researcher, who is based at Melbourne University. This project aligns with the second School

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ANNUAL REPORT 2017


Improvement Plan goal listed above, as it focuses on utilising strategies that have the greatest positive impact on

student learning progress. Collaboratively, the teaching staff, led by our Learning Leaders, have worked towards

developing and consolidating the use of high impact, visible learning strategies. In doing this, some tools have been

developed and implemented, including our Marian Learning Framework which provides a scaffold for teachers as

they develop their lessons ensuring that they integrate “high impact strategies”. The “Love of Learning Poster,”

that can be found in every classroom, has been produced with extensive input from all teachers. This poster

illustrates the qualities that every Marian College Learner should develop, as well as key learning processes that

each learner should utilise. The poster also highlights essential information in relation to the use of feedback and

strategies to ensure that our students become “assessment‐capable learners”. Assessment‐capable learners are

those who know where they are in their learning, where they want to get to, and they can articulate their next

learning steps to get there. Evidence from Hattie’s meta‐analyses indicate that this ability markedly increases

learning progress.

In support of this project, our staff have facilitated professional learning workshops for their colleagues, on a

regular basis. We have also introduced Learning Walkthroughs, each of which focuses on an important aspect of

pedagogy, and feedback is provided to teachers. Evidence gathered to date indicates that we are making very good

progress towards achieving the project goals, which in turn should be reflected in improved pedagogy and

increased student learning progress.

Our innovative and progressive approaches have meant that we have hosted learning and teaching leaders from

schools, both from Victoria and interstate, who are investigating ways to improve their own practice.

Supporting the emphasis on optimal growth for all students, our Alternative Learning Track (ALT) Program, now in

its second year, has challenged some of our gifted, talented or high performing students in Years 7 and 8. These

students are linked with a learning mentor and each works towards specific individual learning goals, documented

in an ALT Personalised Learning Plan. Students are also extended in their mainstream classes, for example through

the Extension Mathematics Program and fortnightly ALT classes. These classes have enabled the development of

skills in problem‐solving, communication, debating and STEM. Further co‐curricular extension opportunities have

been available for these students through the Australian Future Problem‐Solving Competition and debating teams.

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ANNUAL REPORT 2017


Student Outcomes Student Attendance Attendance at school is an important determinant in the progress of any student. As well as developing learning

strategies, attendance helps children to develop social skills such as friendship building, teamwork, communication

skills and healthy self‐esteem. By regularly missing days of school, students are at risk of missing out on key

learning activities and may experience long term difficulties with their learning. Student attendance for 2017 at

Marian College is indicated in the table below.

Year 7 96%

Year 8 93%

Year 9 94%

Year 10 91%

Overall average attendance 94%

The College has clear procedures for following up attendance issues. The use of SMS contact with parents when

students are absent is supported by phone calls to families when students have been absent for 2 or more days.

Notes and medical certificates are required to explain absences and unresolved absences are followed through by

the Year Level Leader. Explained and unexplained absences are closely monitored and Homeroom Teachers and

Year Level Leaders will work closely with families when absences form a pattern or point to underlying issues and

concerns. The minimum attendance requirement for VCE and VCAL students is 90% and this is closely monitored by

staff to ensure that attendance issues do not contribute to unsatisfactory unit results.

Proportion of Students meeting national benchmarks at Years 7 and 9

Marian College students participate in the NAPLAN (National Assessment Program Literacy and Numeracy) tests

conducted by the VCAA in Year 7 and 9. The 2017 Year 7 and Year 9 results are available in the table below for

Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy and provide the percentage of students in

the school who met the national benchmark. The data does not include those students who were exempt from

participating in the NAPLAN nor those who were absent at the time of its implementation.

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2015 %

2016 2015–2016 Changes

%

2017 %

2016‐2017 Changes

%

YR 07 Reading 96.7 96.7 0.0 94.9 -1.8

YR 07 Writing 97.5 97.6 0.1 99.3 1.7

YR 07 Spelling 98.3 96.8 -1.5 97.1 0.3

YR 07 Grammar & Punctuation

93.3 97.6 4.3 97.8 0.2

YR 07 Numeracy 95.8 96.0 0.2 97.1 1.1

YR 09 Reading 90.8 88.8 -2.0 96.7 7.9

YR 09 Writing 98.3 96.0 -2.3 99.2 3.2

YR 09 Spelling 94.2 94.8 0.6 98.4 3.6

YR 09 Grammar & Punctuation

88.3 87.8 -0.5 95.9 8.1

YR 09 Numeracy 85.0 90.8 5.8 95.1 4.3

Average student attendance

rate by year level

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ANNUAL REPORT 2017


The table also displays student performance in the 2015 and 2016 NAPLAN (National Assessment Program Literacy

and Numeracy). Examination of the data reveals that over the previous 3 years the majority of students at the

College have reached the national benchmarks. Literacy and Numeracy continues to be a major focus of

professional learning at the College. A Literacy program has been developed at Years 7 to 9 and individual learning

plans are used to identify specific areas for student improvement.

Changes in Benchmark Results from the Previous Year The table also provides the percentage change in the proportion of students in the school who met the national

literacy and numeracy benchmarks. These are assessed by the NAPLAN tests conducted by the VCAA in Year 7 and

9 and are a comparison to the previous school year. For example, a figure of 4.1% in Year 9 Numeracy means there

was a 4.1% increase in the proportion of students who achieved the national benchmark from one year to the next.

Please note that this is not a measure of the same students over two years but a measure of two different groups

of students in consecutive years.

Measurement of student improvement from Year 7 ‐ 9 The following table and charts measure the level of improvement in NAPLAN results of the students in Year 9 2017

as compared to their performance in Year 7 2015. Interpretation of this data indicates that our students have

improved significantly in all literacy areas as compared to like schools. Student performance in the numeracy area

has also maintained steady improvement in keeping with the results of like schools.

Table showing comparative NAPLAN results of students in Year 7 2015 and Year 9 2017

Reading Writing Spelling Grammar Numeracy

Year 7

539

529‐550

527

515‐539

555

544‐566

552

540‐565

535

524‐546

SIM

530

522‐537

ALL

546

SIM

497

488‐505

ALL

511

SIM

536

528‐544

ALL

547

SIM

524

515‐533

ALL

541

SIM

527

520‐535

ALL

543

Year 9

588

577‐598

575

562‐589

594

582‐605

594

582‐606

589

579‐599

SIM

570

563‐577

ALL

581

SIM

537

528‐547

ALL

552

SIM

570

562‐578

ALL

581

SIM

561

553‐570

ALL

574

SIM

536

528‐544

ALL

554

Marian College’s average when compared to Similar (SIM box) and All (ALL box) Australian students is:

Substantially above Below

Above Substantially below

Close to

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ANNUAL REPORT 2017


Significant Gain in NAPLAN by Marian College Students The latest NAPLAN results were released by the Australian Curriculum, Assessment and Reporting Authority

(ACARA) on the My School website. NAPLAN assesses the literacy and numeracy skills of students in years 3, 5, 7

and 9 each year. The latest data identified “high gain” schools, across Australia, which have demonstrated

significantly improved NAPLAN results for their students. The Age (7 March, 2018) listed Marian College as one of a

selected number of “high gains” schools in Victoria.

This significant improvement was also highlighted in the February edition of Director’s eNews from Catholic

Education Melbourne where Marian College was congratulated as being one of 10 schools from the Melbourne

Diocese demonstrating substantially above average gain in the 2017 NAPLAN. It is interesting to note that we were

the only secondary school in that list. Our most significant growth was in the reading component; however, our

growth was above average in all components of the testing program.

Congratulations are extended to our community for this fantastic achievement! This recognition is reward for all of

the work that our teachers have been doing, focusing on optimising the progress of every student. Strategies,

underpinned by our involvement in the Visible Learning Plus Project, have been numerous and include:

• Using data more effectively to know where our students are placed in their learning to target teaching and monitor progress

• Establishing strong professional learning teams that use evidence and plan collaboratively

• Achieving an alignment between school, learning team and individual teacher goals

• Implementing a range of strategies to support/extend students with particular literacy and numeracy needs

• Embracing a whole‐school approach to promoting and supporting reading

• Focusing on teacher clarity through the development of the Marian Learning Framework

• Developing a shared language and expectations for learning, displayed through our recently published Love of Learning Poster

• Embedding a culture of quality feedback that includes teacher to student, student to student, student to teacher and teacher to teacher feedback

It is also important to emphasise that NAPLAN growth is only one indicator that measures our success and impact.

There are many more indicators of student growth and a high performing school. Regardless, as Rob Randall, the

ACARA CEO, stated (2018) improving students’ literacy and numeracy skills are essential to their success in and

beyond school.

At the same time, our programs have a more of an expansive future focus, as we continually review our

curricular/pastoral offerings to ensure our students are equipped with essential skills for their future. Of course,

the value of a Marian College education goes well beyond standardised testing scores.

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ANNUAL REPORT 2017


Graphs showing comparative NAPLAN results of students in Year 7 2015 and Year 9 2017

The following graphs indicate that students at Marian have shown improvement in reading and numeracy as

compared to like schools over the three years. In all results the measurement of student improvement at Marian is

greater than that in like schools. The rate of improvement in students at Marian outweighs the rate of

improvement in like schools.

Interpreting the graphs

My School 2018 https://myschool.edu.au/school/45963/naplan/studentgain

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Average Standardised Results The following data indicates the median score achieved by Year 9 students in Reading, Writing, Spelling, Grammar

and Punctuation, and Numeracy statewide tests as assessed by the NAPLAN (National Assessment Program Literacy

and Numeracy).

MEDIAN NAPLAN RESULTS

FOR YEAR 9

Year 9 Reading 590.00

Year 9 Writing 570.30

Year 9 Spelling 590.00

Year 9 Grammar & Punctuation 589.70

Year 9 Numeracy 584.50

Senior Secondary Outcomes

Year 9‐12 Student Retention Marian has prioritized a goal to strengthen the connection to school by students and this is in keeping with the

school’s mission of providing relevant and challenging programs that meet the needs of our students.

Consequently, students are encouraged to examine specific pathways for their courses of study and complete the

VCE, VET or VCAL. The proportion of 2015 Year 9 students the College retained to Year 12 in 2017 was 102.31%.

The College commends the staff for their commitment in providing extensive opportunities for students in

academic and vocational areas.

Senior Student Results 2017 In 2017, we had 97% of our Year 12 students successfully complete their VCE and 88% of our Year 12

VCAL students successfully attained their certificate. The VCAL result reflects the number of students who

throughout the year secured Apprenticeships and Traineeships in their selected field of study and employment.

Senior Secondary Outcomes

VCE Median Score 29

VCE Completion Rate 97%

VCAL Units Completed 88%

We offer our congratulations to the Year 12 of 2017 and the Year 11 students who have completed Unit 3 and 4

studies.

Marian College Results State Results

7 Students (7.14%) received a ranking in the 90s 10% of the state received an ATAR in the 90s

15 students (15.3%) received a ranking in the 80s 10% of the state received an ATAR in the 80s

22 students (22.44%) received a ranking over 80 20% of the state received an ATAR over 80

66% of students received an ATAR over 50 50% of the state received and ATAR over 50

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ANNUAL REPORT 2017


Post‐school Destinations A major function of any school is to provide appropriate pathways for all students. The College takes pride in the

varied pathways that our students undertake. Marian College students have been incredibly successful in securing

tertiary places for study in 2018. Of the 104 students who applied for tertiary study through VTAC, 96% of students

received a first round offer. Of these students, 77% received an offer for their first preference and 96% received an

offer for their first or second preference.

Overall the results are a credit to the students, their families and the staff, and demonstrate the success of the

learning program.

Destinations Year 12 2017 (VTAC offers for highest preference) No. of students

Australian Catholic University 13

Deakin University 6

La Trobe University 13

Melbourne University 3

Monash University 11

RMIT University 17

Swinburne University 9

Victorian University 17

William Angliss 1

Other 9

POST‐SCHOOL DESTINATIONS AT AS 2017

Tertiary Study 66.0%

TAFE / VET 14.0%

Apprenticeship / Traineeship 8.0%

Deferred 4.0%

Employment 6.0%

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ANNUAL REPORT 2017


Parent, Student and Teacher Satisfaction At Marian College the level of satisfaction is frequently addressed through the College Newsletter, College

Magazine and on the College Website. We consistently report on activities, events and programs that have a

positive effect on the morale and wellbeing of our total community. We can measure the level of satisfaction at the

College through the following:

• Comments and feedback we receive from parents, students and teachers.

• The many opportunities to become involved in the life of the College such as Graduation Night, Year 12

Celebration Mass, Awards Night, Opening Mass, the Visual Arts and Design Exhibition, Performing Arts

Showcases, Cultural Diversity Week, Hospitality Restaurant Nights.

• The level of attendance at Information Nights, Parent/Teacher Nights, and Music Nights, Digital Technology

Nights, Student Wellbeing Workshops, Vietnamese Family Nights and Sudanese Family Nights.

• Participation and attendance in Parent Morning Teas, Mother’s Day Breakfast, Father’s Day Breakfast, Parent

involvement in areas of school life, for example, Canteen, sporting, cultural, and social justice activities.

• Participation in School Review program, Pastoral Care programs and Leadership positions

• Attending focus group meetings

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ANNUAL REPORT 2017


Resources and Facilities As the College marked its 60th anniversary throughout 2017, those that came back to celebrate the occasion commented on the many positive changes to the environs that have taken place particularly in the past decade since the College celebrated its 50th anniversary. The major building projects undertaken in this decade include the Design Education Warehouse; Brigid Arthur Trade Training Centre; Catherine Kelly Language Centre; Ngali Building (VCE) extension; Gymnasium extension and Agnes Lyng Building (Years 7 & 8). Overall the College has committed in excess of $9.2 million of its own funds to these projects and other landscaping and internal fitouts topped up with Government Capital Grants totalling $5.1 million. This year saw the long awaited opening of our new outdoor Sports Precinct in July which comprises a multi‐purpose field, warm up area including four square courts, and a storage shed. The project also included the refurbishment of the existing basketball court and additional staff parking. This well received, self‐funded project cost over $800,000. As we start a new decade of life at Marian, works have begun on the latest Building Project – the new Science Technology Precinct and VCAL space. This project will comprise four large classrooms, three breakout spaces and a preparation room for Science; two large classrooms and office space for VCAL; a new toilet block; and a lift that will provide access for the new wing and the Agnes Lyng Building. Once complete this project will allow for the refurbishment of the middle section of the School property. The College has received Commonwealth Government Grant approval worth $2 million with the balance of over $1.4 million coming from College funds. The stewardship of resources will reflect the capacity of the College’s community to contribute as well as the strategic goals of the College as set out in the School Improvement Plan.

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