2018 Annual Report copy - Mandurah Catholic College€¦ · 2018 Annual Report The following is a Federal Government requirement and pertains to the 2018 calendar year. Mandurah Catholic

MANDURAH CATHOLIC COLLEGE2018 Annual Report The following is a Federal Government requirement and pertains to the 2018 calendar year.

Mandurah Catholic College is a K-12 co-educaConal College of 1,620 students catering for families in the Peel Region who desire a Catholic educaCon for their children. Set in 12 hectares of natural bushland, the College is fortunate to have modern, well-resourced faciliCes equipped with the latest technology to enhance student learning.

The College aims to create a climate where students can grow in their Catholic faith and where ChrisCan values and principles are nurtured. The College is under the patronage of the Holy Family and this symbolises the commitment to pastoral care for all members of the College community.

The College has its own unique structure, organisaCon and pedagogy. From a strong emphasis on literacy and numeracy in Primary School through to University Entrance and VocaConal Programs in Secondary School, the College provides a diverse and balanced curriculum which allows students to develop their natural abiliCes, to seek truth and to strive for excellence in everything they do. Areas of focus include: The Arts – music, drama and dance, Outdoor EducaCon, Sport and Technical EducaCon with an emphasis on ICT and Design. Teachers aim to differenCate the curriculum so that they cater for the needs of each student and there is a strong focus on using technology as a tool to enhance student learning.

The College is commiWed to working closely with parents to enable students to develop as faith-filled young people and as responsible and acCve members of the College community.

www.mcc.wa.edu.au

CONTEXTUAL INFORMATION

http://www.mcc.wa.edu.au

http://www.mcc.wa.edu.au

PARENT SATISFACTION Mandurah Catholic College caters for a large number of families who seek a Catholic educaCon in the greater Peel region. Indicators of parent saCsfacCon are:

• The large number of students aWending the College and the waiCng lists for each year group • High levels of posiCve affirmaCon provided by parents, both formally and informally • High levels of aWendance at Parent Nights and Parent-Student-Teacher Interviews • Parental involvement in reference groups related to College life and student learning • High levels of involvement by parents in special events • Strong involvement of parents in the MCC Sports Club, Drama and Music groups

Regularly feedback is gathered on various aspects of College life and referenced against the College Strategic Plan. The feedback from parents indicates strong parental support for College policies and a great appreciaCon of staff commitment to students.

TEACHER SATISFACTION Student feedback is sought in a variety of ways. Indicators of student saCsfacCon are:

• High levels of posiCve affirmaCon through Class, Subject, House survey informaCon • Year 12 Exit Survey • High levels of rapport between students and staff • Large numbers of students engaged in the co-curricular programs • High quality nominaCons for student leadership posiCons throughout upper Primary and

Secondary • Regular informal meeCngs with the Principal where students provide feedback • The various Student Leadership posiCons in the College that provide rich feedback and input into

College life • The atmosphere around the College is very posiCve and friendly indicaCng that students are happy

and feel safe in the school environment

2

STUDENT SATISFACTION

The College employed 112 teaching staff in 2018. CollecCvely the qualificaCons held by teachers and the numbers who hold these qualificaCons are:

CerCficates 17 Graduate CerCficates 5 Post Graduate CerCficate 11

Diplomas 27 Advanced Diploma 1 Higher Diploma 1 Graduate Diplomas 33 Post Graduate Diploma 4

Higher Doctorate 1 Doctorate 1 Bachelor Degree 115 Bachelor Degree (Honours) 4 Masters 13

3

TEACHER SATISFACTION Teachers at the College are encouraged to give feedback and teacher saCsfacCon is indicated through:

• Whole staff meeCngs and the various teams that meet throughout the school year • The Quality Catholic Schooling commiWees and Professional Learning groups that are vibrant and involved

in whole College decisions • Strong internal interest and involvement in iniCaCves and promoConal posiCons • The quality of staff aWracted to the College to teach and work for the best possible educaCon of students • Feedback through staff appraisals

TEACHER STANDARDS & QUALIFICATIONS

WORKPLACE COMPOSITION The Workforce ComposiCon of the College is as follows:

Total number of Staff 190 Male 50 Female 140

Aboriginal Male 1 Aboriginal Female 3 ExecuCve 6 Teaching 106 Teacher Assistants 26

AdministraCon 32 Cleaners 10 Maintenance 6 Social Workers 1 School Nurse 1

Rates of aWendance per school year:

KG 91.10% Pre-Primary 92.28% Year One 91.96% Year Two 94.11% Year Three 94.31% Year Four 91.74% Year Five 92.56% Year Six 94.26% Year Seven 93.84% Year Eight 92.25% Year Nine 90.68% Year Ten 92.95% Year Eleven 92.34% Year Twelve 92.10% Rate of whole school 92.60%

STUDENT ATTENDANCE

4

MANAGEMENT OF NON-ATTENDANCE • An SMS will generate daily for all unexplained absences • An email will be sent the following day, if no response from SMS • A leWer will be sent at the end of the month if there are sCll unexplained

absences and every month thereajer unCl they are all explained • If a student has had an ongoing absence with no explanaCon it is referred to

Head of Year who will then request a meeCng with the parents • If poor aWendance conCnues, the maWer will be forwarded to the Deputy of

Pastoral Care • Extreme absences will be reported to the ParCcipaCon Team • The College has a Punctuality and AWendance Policy (appended to this

document)

• 96.74% or 178 out of 184 students received graduaCon by compleCng the requirements of the WACE

• 83% of students eligible for an ATAR score received an offer for their first preference of courses at University

• Median ATAR 79.90 • 1 student received a Subject CerCficate of Excellence • 3 students received a VET CerCficate of Excellence • 3 student received CerCficates of DisCncCon • 8 students received CerCficates of Merit • 3 courses with the highest performing students in ATAR • 39% (72 students) completed 4 or more ATAR Courses • 112 students completed the VET Pathway • 22 VET students applied and were accepted into Murdoch • 225 students completed a CerCficate II • 85 students completed a CerCficate III or higher • 41 students completed a CerCficate IV

SENIOR SECONDARY OUTCOMES

POST SCHOOL DESTINATIONS • Of the number of full-Cme eligible students with 4+ WACE course

scores 93% or 67 students applied for Government UniversiCes. This does not include private universiCes ie, University of Notre Dame Australia

• Median ATAR of students who applied for University from the College was 79.60

• Post desCnaCon – most favourite desCnaCon - 42% CurCn University - 30% Murdoch

6

GRADUATION RATES

2018 2017 2016 2015 2014

96.74% 92.3% 95% 98.2% 95.2%

NUMBER OF YEAR 12 STUDENTS

2018 2017 2016

184 169 159

PERCENTAGE OF ATAR STUDENTS

2018 2017 2016 2015 2014

39% 55% 51% 47% 49%

YEAR 12 DATA

7

PERCENTAGE OF STUDENTS DEMONSTRATING OLNANumeracy Reading WriCng

2018 97.8% 98.9% 99.5%

2017 95.3% 98.8% 97.1%

2016 96.9% 99.4% 98.8%

YEAR 12 DATA

PERCENTAGE OF STUDENTS WITH A SCALED MARK OF 75+2018 2017 2016 2015 2014

17.6% 13.3% 30.4% 43.1% 17.6%

• Outdoor Educa,on • Media Produc,on • Design

HIGHEST PERFORMING STUDENTS IN 2018 YEAR 12 ATAR COURSE

OLNA DATA

HAD TO SIT OLNA IN 2015 2018 - FAILED ONLA

184 9

OLNA results are reviewed and analysed by the Head of Learning Area English and the Head of Learning Area MathemaCcs in consultaCon with the Deputy Principal of Teaching and Learning and the Heads of Year 9, 10, 11 and 12. In Year 10 the HOLA for MathemaCcs and English arrange classes to cater for the needs of students who need to improve student outcomes in OLNA. Students in Years 7 – 9 complete NAPLAN and therefore increase and improve results for pre-qualificaCon. OLNA results provide a vehicle to modify and adjust the Year 8 and 9 English and MathemaCcs Curriculum content and delivery to facilitate improved outcomes in NAPLAN. In addiCon, OLNA results facilitate changes to the English and MathemaCcs Curriculum in Year 10. Furthermore, the Heads of English and MathemaCcs coordinate extra tuiCon ajer school for Years 11 and 12 with addiConal support and assistance outside of dedicated English and MathemaCcs classes.

YEAR 3 STUDENTS ABOVE BENCHMARK

AT BENCHMARK

BELOW BENCHMARK

NUMERACY 29 27 Students - 93.2% 1 Student - 3.4% 1 Student - 3.4%

READING 29 26 Students - 89.8% 2 Students - 6.8% 1 Student - 3.4%

SPELLING 30 26 Students - 86.6% 2 Students - 6.6% 2 Students - 6.6%

GRAMMAR & PUNCTUATION 30 27 Students - 90% 2 Students - 6.6% 1 Student - 3.4%

WRITING 30 27 Students - 90% 3 Students - 10% 0 Students - 0%


AT BENCHMARK

BELOW BENCHMARK

NUMERACY 59 48 Students - 81.4% 8 Students - 13.5% 3 Students - 5.1%

READING 60 54 Students - 90% 6 Students - 10% 0 Students - 0%

SPELLING 60 54 Students - 90% 6 Students - 10% 0 Students - 0%

GRAMMAR & PUNCTUATION 60 50 Students - 80.6% 6 Students - 10% 0 Students - 0%

WRITING 60 52 Students - 86.6% 7 Students - 11.6% 1 Student - 1.7%

NAPLAN DATA


AT BENCHMARK

BELOW BENCHMARK

NUMERACY 238 222 Students - 93% 10 Students - 4% 6 Students - 3%

READING 237 214 Students - 90% 17 Students - 7% 6 Students - 3%

SPELLING 238 220 Students - 92% 11 Students - 4.5% 7 Students - 3.5%

GRAMMAR & PUNCTUATION 237 211 Students - 89% 20 Students - 8% 6 Students - 3%



AT BENCHMARK

BELOW BENCHMARK

NUMERACY 207 178 Students - 86% 26 Students - 12.5% 3 Students - 1.5%

READING 208 183 Students - 88% 18 Students - 8.5% 7 Students - 3.5%

SPELLING 207 169 Students - 82% 22 Students - 10.5% 16 Students - 7.5%

GRAMMAR & PUNCTUATION 206 171 Students - 83% 24 Students - 12% 11 Students - 5%


NAPLAN DATA

BRIEF SUMMARY OF NAPLAN RESULTS

• Year 7 students in 2018 achieved a higher mean compared with the Australian mean for all NAPLAN results.

• Year 7 students have, in the last 4 years, achieved a higher mean compared with similar Catholic Schools for WriCng.

• Year 9 students in 2018 achieved a higher mean score in all NAPLAN results apart from Numeracy against the Australian mean score.

• Although there have been variaCons in the mean scores achieved by Year 7 and Year 9 students at Mandurah Catholic College from year to year, the overall size of the mean variaCon over the past 6-7 years is not considerable. Although there have been variaCons from year to year, the gap between the Mandurah Catholic College mean for Numeracy, Reading and WriCng and similar Catholic schools has remained relaCvely close from 2010 to 2018.

• NAPLAN data has been shared with HOLA English and Math. Focus for Year 7 and 9 is wriCng. This has been incorporated into programs and assessments. Upskilling of teachers as well as cross-marking will conCnue to occur. Ajer school tutoring will support student achievement.

• A focus on increasing student reading will occur in Year 7 – 9. The HOLA English and Head of InformaCon Services have discussed and acConed a plan to increase students aWending the Library to read.

• Sounds-Write is an evidence-based syntheCc phonics program uClising a successful approach to the teaching of reading, spelling and wriCng. It places emphasis on providing pracCce that is grounded in physical, concrete experience of the skills and conceptual understanding that students need.

• Students in Year 7 are assessed and placed into a Language Support class for 2 hours a week. They are assessed using a variety of tesCng instruments. These include ACER Reading, the Burt Word spelling test and a phonics assessment. The students with the lowest score on some or all of these assessments are taken out of Language Support class and work through the Sounds-Write program for the year; they are only taken out with parental permission and are able to exit the program if they have achieved throughout their Cme.

MANDURAH CATHOLIC COLLEGE

AUSTRALIAN MEAN

WRITING 517.4 503.3

SPELLING 557.4 545.2

GRAMMAR 555.3 543.9

READING 548.0 541.5

NUMERACY 555.4 548.2

YEAR 7 NAPLAN RESULTS

MANDURAH CATHOLIC COLLEGE

AUSTRALIAN MEAN

WRITING 551.4 542.3

SPELLING 585.2 583.3

GRAMMAR 592.5 580.2

READING 583.8 591

NUMERACY 592.8 595.6

YEAR 9 NAPLAN RESULTS

NUMERACY 2018 2017 2016 2015 2014 2013 2012 2011 2010Mandurah Catholic College 402.6 418 387.8 363.6 384.1 385.6 373 386.2 397.8

CEWA Similar Schools 399.9 402 388.5 390.4 380.7 382.6 379 382 367.4

State Schools 402.8 402.3 395 388.6 392.5 387.3 383.9 386.6 382.8

READINGMandurah Catholic College 408.5 443.4 420.4 388.3 412.6 411.2 423.8 394.1 402.8

CEWA Similar Schools 432.1 428.3 418.8 422.7 410.1 420.4 411.2 403.6 399.8

State Schools 422.7 419.8 415.9 412.5 406.3 406.1 407.6 400.3 398.7

WRITING

Mandurah Catholic College 390.6 439.3 417.1 388 372.7 424.7 421.3 422.1 N/A

CEWA Similar Schools 412.2 414.8 417.6 419.9 398.4 419.8 408.9 406.9 N/A

State Schools 400 409.4 414.7 408.1 397.4 405.3 406.8 403.9 N/A

SPELLING

Mandurah Catholic College 385.3 390.5 404.1 383.6 393.1 411.7 394.4 385.5 390

CEWA Similar Schools 419 414.2 412 407.1 390.2 412 410 392.8 388.4

State Schools 410.7 408.4 412.2 400.5 402.8 399.6 401.4 395 381.5

GRAMMAR AND PUNCTUATION

Mandurah Catholic College 405.7 436 405.9 412.6 395.5 416.9 394 389.6 394.9

CEWA Similar Schools 418.4 424.9 424.3 424.1 419.1 428 412.3 410.7 403.7

State Schools 424.2 428.3 425.2 424.1 413 414.9 408.3 407.8 399

YEAR 3 NAPLAN MEAN SCORES


NUMERACY 2018 2017 2016 2015 2014 2013 2012 2011 2010Mandurah Catholic College 478.3 473.1 479.8 519 514.8 462.7 778.6 467 472.8

CEWA Similar Schools 487.8 488.4 478.2 491 476 466.4 471 474.1 481.5

State Schools 490.2 488.6 486.2 484.7 480.6 477.6 477.5 479.2 476.8

READINGMandurah Catholic College 497.9 483.8 516.5 509.1 529 500.2 491.7 471.5 472.6


State 502 498.9 493.7 488.9 491.7 496.1 482.6 480.2 477.5

WRITINGMandurah Catholic College 474.5 459.1 485.2 497.1 486.1 476.9 477.5 460.6 N/A

CEWA Similar Schools 462.1 480.5 473.7 483.6 466.4 481.1 480.5 471.2 N/A

State 459.5 468.6 470.3 471.1 464.4 470.4 469.9 472.2 N/A

SPELLINGMandurah Catholic College 499.7 468.8 490.6 496.5 483.9 466.9 483.4 444.5 483.3

CEWA Similar Schools 510.3 506.1 492 500.4 494.2 493.3 489 467.2 482.3

State 499.7 498.2 488.4 492.5 492.2 487.2 486.4 475.5 476.7

GRAMMAR & PUNCTUATION

Mandurah Catholic College 492.1 470.6 505.3 505.3 512 500.1 482.3 450.9 493.4

CEWA Similar Schools 502.8 493.4 497 499.2 489.9 492.5 479 484.2 487.2

State 500 492.5 497.8 496.1 495.1 495.1 479.9 491 486

YEAR 7 NAPLAN MEAN SCORES NUMERACY 2018 2017 2016 2015 2014 2013 2012 2011 2010

Mandurah Catholic College 555.4 558.5 578.5 532.6 531.5 538.3 511.5 547.2 549.4

CEWA Similar Schools 554.8 557.5 549.7 539.4 538.1 531.5 537 539.8 538.1

State Schools 548.8 551.2 541.9 538 545.4 541.7 534.7 545 546

READING

Mandurah Catholic College 548 556.4 537.6 551.4 537.6 534.8 543.7 537.1 536.1


State Schools 538.5 538.6 537.4 542 544.3 538.5 537.8 542 545

WRITING

Mandurah Catholic College 517.4 534.8 517.9 531 517.9 504.1 497.2 556 N/A

CEWA Similar Schools 514.9 516.8 512.9 517.7 512.9 507.5 519 525.7 N/A

State Schools 504.5 508.6 511.8 506 514.2 517.3 520.7 530 N/A

SPELLING

Mandurah Catholic College 557.4 N/A N/A N/A N/A N/A N/A N/A N/A

CEWA Similar Schools 549.6 N/A N/A N/A N/A N/A N/A N/A N/A

State Schools 544.5 N/A N/A N/A N/A N/A N/A N/A N/A



CEWA Similar Schools 547 N/A N/A N/A N/A N/A N/A N/A N/A

State Schools 542.3 N/A N/A N/A N/A N/A N/A N/A N/A

NUMERACY 2018 2017 2016 2015 2014 2013 2012 2011 2010

Mandurah Catholic College 592.8 595.3 583.9 592.6 591.8 571.9 578.3 569.1 584.2

CEWA Similar Schools 609 599.6 594.7 599.7 585.4 584.8 583.6 598.5 581.4

State Schools 602.2 595.4 594.3 596 591 584.3 581.6 583 578

READING

Mandurah Catholic College 591 597.4 585.1 586.3 583.4 575.9 575.4 565.5 568.1

CEWA Similar Schools 596.6 590 589.2 592.7 582.9 591.2 577.9 577.3 571.8

State Schools 589 582.6 585 585 584.7 579.6 571.9 578 566

WRITING

Mandurah Catholic College 557.4 587.1 563.8 565.3 585.1 561.4 574.4 N/A N/A

CEWA Similar Schools 568.6 571.3 562 565.7 557.9 561.2 562 N/A N/A

State Schools 550.9 555.5 536.6 552 560.4 554 557.1 N/A N/A

SPELLINGMandurah Catholic College 585 N/A N/A N/A N/A N/A N/A N/A N/A


State Schools 586 N/A N/A N/A N/A N/A N/A N/A N/A




State Schools 585.1 N/A N/A N/A N/A N/A N/A N/A N/A 15


COLLEGE GROWTH

• The data below is one aspect of school improvement. An important aspect of school improvement is the consideraCon of the school context, which is represented in this data.

• School growth compared to CEWA, CEWA Similar Schools, WA and NaConal growth over the period. • The growth shown is based on the performance of the students who sat the NAPLAN assessment in those years (NB

not accounCng for changes in the cohort over the period).

• The distribuCon table below is populated by data from the School’s Appraise DistribuCon Report that shows the 20/60/20 distribuCon of students compared to the naConal cohort. (NB rounding may result in some data +1/-1 100% total)

• The highlighted boxes show the cohort comparison from Y3 to Y5 (NB does not account for changes in cohort over the period) • Figures in bold indicate the percentage of students at the school who performed in the boWom 20% of the total naConal cohort. These students are usually AT or

BELOW the naConal minimum standard.

DISTRIBUTION

Reading 2013 2014 2015 2016 2017 2018

Year 3 14/62/24 14/65/21 6/65/30 14/68/18 13/80/7 7/75/18

Year 5 13/69/19 22/69/9 23/68/10 19/68/13 11/69/20 13/68/18

Year 7 16/68/16 12/71/17 18/72/10 16/70/13 20/70/10 17/71/11

Year 9 14/69/17 18/69/13 15/75/10 15/79/6 24/66/9 20/69/12

Numeracy

Year 3 11/68/21 7/68/25 4/61/36 11/67/23 13/83/3 14/71/14

Year 5 13/69/19 25/66/9 29/68/3 25/56/20 11/70/18 15/54/31

Year 7 18/68/14 11/68/21 12/70/19 11/68/21 14/72/14 19/69/13

Year 9 10/72/18 16/73/10 19/66/15 13/72/15 17/70/13 16/66/18

Wri8ng

Year 3 17/79/3 2/75/23 5/69/25 14/68/18 28/66/7 3/79/17

Year 5 16/63/22 31/59/9 13/84/3 17/71/11 15/61/25 17/70/13

Year 7 3/87/10 12/79/9 23/68/9 20/66/14 22/69/10 20/67/12

Year 9 17/71/12 25/68/6 23/65/11 16/74/11 32/61/7 17/71/12

Grammar & Punctua8on

Year 3 10/69/21 2/63/35 13/65/22 7/70/23 13/77/10 10/69/21

Year 5 22/63/16 22/69/9 23/58/19 19/62/19 3/69/28 20/48/32

Year 7 20/60/20 16/60/24 24/66/10 17/61/22 21/68/11 17/72/10

Year 9 12/72/16 18/66/16 18/68/14 15/67/18 22/63/15 25/58/17

Spelling

Year 3 17/66/17 9/70/21 11/67/22 7/68/25 3/67/30 3/72/24

Year 5 9/69/22 16/66/19 16/65/19 10/81/10 5/64/31 13/70/17

Year 7 10/73/17 12/72/16 22/62/16 19/66/15 16/68/16 17/72/11

Year 9 12/67/22 19/69/12 11/67/22 14/75/11 19/67/14 22/60/18

Learning programs are developed to cater for the diverse range of student abiliCes and interests, both educaConal and spiritual, thus providing a balance of challenge and rigor. Students in this early adolescent phase of schooling work in a learning environment covering the tradiConal disciplines of Religious EducaCon, English, MathemaCcs, HumaniCes and Social Science, Scienceand Physical & Health EducaCon. Staff work as part of a Learning Team which focuses on students’ achievement of a set of outcomes based on knowledge, processes, skills, aqtudes and values, with an emphasis on what students know, value, understand and are able to do.

English support has conCnued developing from 2016. The structure of student selecCon and the communicaCon between staff, students and parents is now seamless. MathemaCcs Support changed in structure in 2017. There has been conCnuous communicaCon between staff and many things have been trialled to ensure it is as effecCve as it can be.

The MathemaCcs support will conCnue in 2019 and will be conCnuously reviewed. Together, these support programs, along with the Learning Support Team leaders, allows for greater accountability for students in need (NCCD students). The Gijed and Talented Program was modified in 2017. The emphasis was on acceleraCng the gijed students through the curriculum, both through curriculum and pedagogical modificaCon as a prime means of providing conCnuous differenCated learning experiences. From staff observaCons this has been more successful in MathemaCcs than it was in English. SupporCng Gijed and Talented students in English will be a focus in 2019.

CATERING FOR INDIVIDUAL STUDENTS

INCOMEPlease visit the ACARA MySchool Website for informaCon on income. The informaCon will be loaded by ACARA - Australian Curriculum from the Financial QuesConnaire for 2018 data that will be lodged 30/06/2019 by Catholic EducaCon Office. Link - hWp://www.myschool.edu.au/

http://www.myschool.edu.a

http://www.myschool.edu.a

PROGRESS ON THE ANNUAL SCHOOL IMPROVEMENT GOALS FOR 2018

• Throughout 2018 all staff members collaborated to ensure there was a culture that promoted learning. Learning spaces in the College were fiWed out with mulC-purpose break out spaces and furnishing that enabled students to engage in a variety of teaching spaces.

• Teaching staff members found sCmulaCng learning through compleCng individual Professional Grown Plans for each teacher. • The College used a range of data from NAPLAN, ACER and WACE results to adapt and modify teaching to assist student learning. • PosiCve EducaCon was adapted and modified (Flourish) where in addiCon to other concepts, development study workshops for Y07-Y12 were

presented. • Teachers helped students improve their study techniques, increase moCvaCon, build confidence, and lij exam performance by upskilling through

Elevate presenters. • NAPLAN results revealed a steady and sustained improvement in all areas. • Students made aware of School Curriculum and Standards Authority (SCSA) Awards. • Primary School clubs were located around the school. Students engaged in lego, art, reading, kniqng and a games club run by staff as well as a dance

and sport club run by student leaders with high parCcipaCon rates. • A new Learning Support process was introduced that included a referral process that had a referral form and formal communicaCon to parents. CAP/IEP

documents were made consistent throughout the Primary School. • Primary School re-introduced students exit learning support programs • Staff were introduced, through CEWA, to lead Professional Development differenCaCon in the Primary Classes. • Our VocaConal and EducaCon Program is extensive, and in 2018 offered Years 11 and 12 students the flexibility of undertaking over 50 TAFE courses

and work placement while sCll studying at MCC. • The Mandurah Catholic College Code of Conduct is part of a framework of documents which explicitly outline the expectaCons of staff working in a

Catholic school environment and in parCcular at Mandurah Catholic College. These include the MCC Key Staff ExpectaCons Policy, Caring Behaviour Policy, Ethical Use of Social Media (staff) Policy and Staff Dress Standard Policy. These documents build on the relevant policies developed by CEWA and the Bishop’s Mandate. CollecCvely these documents provide a broad framework to guide ethical and accountable behaviour of all staff at Mandurah Catholic College.

• Mandurah Catholic College adopts a variety of processes and procedures to ensure that student data is analysed, and appropriate acCons taken. The makeup and delivery of the Curriculum at Mandurah Catholic College is heavily influenced by the analysis of student data and results. Mandurah Catholic College uses BRLA, NAPLAN, OLNA, ACER and WACE results to reflect on current pracCce and inform decision-making. ReflecCon on the data takes place on many levels. Each Head of Learning Area reflects and discusses data with the Deputy Principal of Teaching and Learning accordingly idenCfying areas of focus. Issues relaCng to data are raised at Head of Learning Area and Head of Year meeCngs. Staff have access to achievement data such as NAPLAN on the Appraise website. Heads of Learning Area and the Head of Year 7 uClise student data such as NAPLAN, ACER, OLNA and school achievement data in the allocaCon of classes and to inform the process of streaming in subjects such as MathemaCcs, English and Science. Head of Year meeCngs, Head of Learning Area meeCngs, College Leadership Team meeCngs all regularly discuss data and the implicaCons of data to inform decision making.

LEARNING

ENGAGEMENT • In 2018 Holy Family Care conCnued which assists members of the community who are in crisis. • Our ParenCng Arm of the P & F delivered a parent session in line with the Student Wellbeing Program- Paul Litherland and 1-2-3, RestoraCve JusCce.

ACCOUNTABILITY • At the end of 2018 the College has reviewed and refined the Capital Development plan focusing on

student and staff services. • ConCnued appraisal process for Middle Leaders. • ConCnued educaCon on the Mandurah Catholic College Staff Code of Conduct.

DISCIPLESHIP• Throughout 2018 the College focused on increasing Religious Iconography • By the end of 2018 House crests, moWos and the College Charism were linked to the

College Mission, Values and Virtues.

Our College is a learning community seeking truth by living out the Gospel values through the Catholic faith and by promoting the holistic and optimal development of each person

COLLEGE MISSION STATEMENT

Documents

2018 Annual Report copy - Mandurah Catholic College€¦ · 2018 Annual Report The following is a Federal Government requirement and pertains to the 2018 calendar year. Mandurah Catholic