ANNUAL REPORT 2016

Education and Finance Annual Report mlcsyd.nsw.edu.au ANNUAL REPORT 2016

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 08 Key School Bodies Reports 10 Contextual Information About MLC School 18 Student Performance in National and Statewide Tests and Examinations 26 Senior Secondary Outcomes 27 Professional Learning and Teaching Standards, Attendance and Non-Attendance 28 Workforce Composition 29 Student Attendance and Retention Rates 30 Post School Destinations 32 Enrolment Profile, Policy and Procedures 35 School Policies 38 School Determined Improvement Targets 41 Initiatives Promoting Respect and Responsibility 42 Parent, Student and Teacher Satisfaction FOREWORD PAULINE JOHNSTON | Chair, MLC School Council

In 2016, once again, of girls’ education, never placing limits on what is possible. MLC School students In 2017 we will be continuing on this journey, making two excelled at the highest important steps. Firstly, we will be appointing our next principal level in academia, for a 2018 start and secondly we will be further developing the sport and the arts. buildings required to deliver on our mission. 35% of our combined Year 12 Higher School I was delighted to announce recently that the School Council Certificate/International has appointed Ms Lisa Moloney as Principal of MLC School Baccalaureate cohort commencing in January 2018. Ms Moloney is currently the achieved an ATAR of 95 or Principal of St Paul’s Anglican Grammar School in Victoria and over in 2016. MLC School’s comes to MLC School with a great depth of experience in IB students in particular unifying school communities to produce excellent educational distinguished themselves outcomes. We are all looking forward to working with once again with the candidature receiving 6 perfect scores of Ms Moloney to take MLC School into the next chapter of 45 (equivalent to an ATAR of 99.95) out of a total of 31 perfect its history. scores across the whole of Australia. During 2017 the school has also commenced building the new Beyond the HSC/IB, Year 10 student Rachel Wang was senior school building, with a view to completion in 2018. acclaimed as the winner of the National History Competition, During the 2016 year the building was delayed by 12 months making her Young Historian of the Year across Australia. Sports to seek permission for an additional floor, which was approved Captain Ella Beere successfully competed against the best in at the end of the year. Whilst we all know that great education the world in the Junior World Kayaking Competition, while our is not solely about buildings, it will nevertheless be wonderful film makers and debaters from all year levels took on all comers for both staff and students to be able to explore the limits of and made the finals in numerous state level competitions. learning in a fit-for purpose 21st century environment. The There is always so much to celebrate at MLC School, from a additional floor space will provide more spaces for learning in personal best to an international and national achievement. specific subject areas, increased library space and more areas for student use. Importantly, during 2016 we drew closer together as a true community with one common objective – to provide the best I would like to thank all members of the school community for possible education for our girls as a platform from which they their efforts during 2016 in making MLC School the special can achieve all they desire in life, and make the world a better place that it is. Thank you to the Principal Mrs Louise place for their contribution. We have been fortunate to have Robert-Smith and the staff, who work tirelessly to give our Mrs Louise Robert-Smith as our Principal leading us in this students every opportunity and support. Thank you to the endeavour throughout 2016 and on into 2017. I take this MLC School parents and families for your support of your opportunity to publicly thank her for her significant contribution daughters, the staff and the school. Thank you to all the to the life of the school. volunteers for your selfless service, including my fellow Council members, who give their time and expertise so generously. At the heart of MLC School since its beginnings in 1886 is a Lastly, and most importantly, thank you to our students for belief that holistically well-educated young women can and bringing open and enquiring minds to school every day and do change the world. We take pride in being at the forefront reminding us all of the joy of learning.

MLC SCHOOL 3 FOREWORD LOUISE ROBERT-SMITH | Principal, MLC School

I am pleased to report have a way to go in terms of equality. on the 2016 year at MLC Nevertheless many MLC School alumnae made it through these School. During this time times with stunning educational and career achievements. We we have been focused on salute our Old Girls from this time and recognise not only their consolidating our values academic achievements, but also their courage, determination which are listed on the and resilience, and the strides they made for women that following page. benefit us today. We express these values There have been many changes at MLC School over the years, through our many programs, as you would expect. Schools are dynamic organisations. and hopefully they shine We were one of the first schools to integrate technology from our littlest girls to our into our learning platforms, and we were an early adopter of most experienced teachers, to our Golden Girls, our MLC School inquiry based learning and immersion learning experiences. Sapphires, some of whom are gloriously in the ninth decade of The students now progress through these experiences from their lives. Down the Rabbit Hole in Year 6, to a Week in Shakespeare’s If you want to judge the reputation of a school just look at World in Year 7, Experiencing the City in Year 8, the Broken Hill its alumnae, if you want to see the potential of a school, just Experience in Year 9 and the culmination of this program, a look at its current students. On both counts MLC School is service learning opportunity in Chiang Mai involving all of exceptional. Year 10.

Established in 1886 with the specific purpose of preparing Since 1999 MLC School has offered the International young women for university, indeed for University honours, Baccalaureate as well as the Higher School Certificate to our and with the important contextual statement that “every care senior girls. One is not better than the other, both unlock the will be taken to foster a lofty moral tone and high Christian doors to any tertiary institution throughout the world. principle in the pupils”, Wesleyan Ladies College, Burwood, But they are indeed different, with the IB requiring breadth later Methodist Ladies College and now MLC School Sydney of subjects among other things, while the HSC allows has continued its proud mission. specialisation. MLC School opened just four years after the University of In 2016 over a third of our Year 12 students, 39% in fact, were Sydney had finally (after 30 years) opened its doors to female IB students. In 2015 it was very much the same, with 37% students. But even though the University doors were open, studying the IB. In 2016 our combined HSC/IB cohort achieved women still faced discrimination getting into courses, during an ATAR of over 90. their time there and even once they graduated, finding limited employment opportunities (especially in the fields of science, Our analysis, based on our combined median ATARs of IB and medicine and law). We should never be complacent about HSC results, would have put us in the first 20 of the League equal opportunity or pay. For example, up until the mid sixties Tables published by the media in December had all our students female student teachers could be dismissed for “marriage or been sitting for the HSC. misconduct” and when I read that male neurosurgeons receive up to 56% more than their female counterparts, I think we still It is also significant that 12 of the top 20 ranked schools are

4 2016 ANNUAL REPORT academically selective. Our achievements are all the more and this year as we have celebrated 130 years of girls’ impressive because MLC School is not selective, it is proudly education at MLC School. On various occasions it has been comprehensive, catering for the full range of abilities and my great pleasure to get to know some of our Old Girls much talents. The richness of school life at MLC School and the better. Their obvious love and care for the school, as well as the wide-ranging achievement of all of our girls is a source of way they personify its values, are inspirational to us all. continuing pride. Our aim is to promote an environment where And lastly I would like to thank the teachers of MLC School and every girl’s particular gifts are recognised and encouraged. our School Council for their collegiality and trust in one another Our parents and community are our partners in the endeavour and in me. As we continue to focus together on operational and adventure of school life. I take this opportunity to publicly excellence, I have been impressed by the way that our staff are thank them most sincerely for their forthright and positive so willing to undertake the kind of personal and professional communication with the staff of the school. I would particularly development required to deliver the best education possible. like to thank the P&F and their committee, who have done so I am delighted to be continuing as Principal in 2017. much to create a bridge of communication between the school and parent body.

The MLC School community is central to its ongoing success,

VISION

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

MISSION

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

OUR VALUES

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

MLC SCHOOL 5 2016 EDUCATIONAL AND FINANCIAL REPORTING

POLICY

MLC School will maintain the relevant data and will comply with reporting requirements of the Department of Education and Communities (DEC) and the Department of Education and Training (DET). This reporting will include public disclosure of the educational and financial performance measures and policies of the school as required from time to time.

PROCEDURES

Annual Report Procedures for implementing the policy include:

• Identification of the staff member responsible for coordinating the final preparation and distribution of the annual report to the Board and other stakeholders as required • For each reporting area, identification of the staff member responsible for the collection, analysis and storage of the relevant data and for providing the relevant information to the coordinator for inclusion in the report • Determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness • Preparation of the report in an appropriate form to send to the NSW Education Standards Authority (NESA) setting the annual schedule for: – Delivery of information for each reporting area to the coordinator – Preparation and publication of the report – Distribution of the report to NESA and other stakeholders

REQUESTS FOR ADDITIONAL DATA

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

DET ANNUAL FINANCIAL RETURN

The school will identify the staff member responsible for completing the questionnaire. This person is responsible for the collection of the relevant data and for ensuring it is provided to DET in an appropriate form.

PUBLIC DISCLOSURE

MLC School will maintain the relevant data and will comply with reporting requirements of DEC and DET. This report includes public disclosure of the educational and financial performance measures and policies of the school. This report is available to download by members of the MLC School Community via the MLC School website. Notification of its availability after June 30 2017 will be made via the MLC School Community e-newsletter. It will also be made available in hard copy upon request.

6 2016 ANNUAL REPORT SUMMARY FINANCIAL INFORMATION

The financial position of MLC School continues to remain sound, with all key budget parameters for 2016 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.

5% 1%

14% INCOME Other Capital Incomes State Recurrent Grants 80% Commonwealth Recurrant Grants Fees and Private Income

10%

19% EXPENDITURE Salaries, Allowances, Related Expenditure 71% Non-salary Expenses Capital Expenditure

MLC SCHOOL 7 EVIDENCE OF COMPLIANCE

1. KEY SCHOOL BODIES REPORTS

(a) MLC School Council

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

The Council comprises 11 members. The Council currently has several standing committees including Master Planning and Finance, and Risk and Audit Committee.

The MLC School Council met six times in 2016, 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 2016 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)

2016 was another successful year for the SRC at MLC School. Students from all age groups continued to collaborate and work cohesively to enhance school spirit and create a harmonious environment. The SRC focused on a number of projects and events this year including:

• The Middle Years SRC kicked off the year with welcoming Year 7 to MLC School during O Week. They presented a welcome table on their first day, followed by a program of fun bonding activities over the next few weeks. The aim of these activities was to help Year 7 transition into MLC School while offering the opportunity to make new friends. • Both committees ran charity events to raise money for good causes. The Middle Years held a Lost Property Sale. The Senior Years ran a student versus teacher quiz during Rainbow Week. • Both committees continued to increase their involvement with other committees and whole school initiatives, such as Rainbow Week and National Reconciliation Week. • The Senior Years SRC organised a number of inter-house competitions. These included a handball game and a debating competition.

The SRC looks forward to building on their successes in 2017.

8 2016 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 Pre-Kindergarten to Year 12, situated 11 kilometres from the CBD in Sydney. Established in 1886, the MLC School pioneered young women’s education and prepared its students for university, something unique at the time. Its world-view of education continues the pioneering ethos of the school.

MLC School offers: dedicated staff who create compelling and engaging learning experiences; fully integrated educational experiences for each of the MLC School’s learning environments – the Early, Junior, Middle and Senior Years; a commitment to international standards of excellence providing the pathways for Higher School Certificate (HSC) and International Baccalaureate (IB) Diploma 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 2016 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 84.88. Average UAC score (ATAR equivalent) for the IB cohort was 97.60 and six students from MLC School achieved perfect scores, among the highest number of perfect scores 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 127.55 Full Time Equivalent Teaching staff 127.55 Operational Staff 66.84 Full Time Equivalent Operational Staff 66.84

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

10 2016 ANNUAL REPORT NEW HORIZONS: Three dimensions, five priorities

MLC SCHOOL 11 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. We are collaborative and inquiry based, seeking to create strong learning partnerships between our students and their teachers. The Immersive Learning program, allied to the IB Middle Years Programme and our strong focus on investigation and research allows students to explore and learn within a strong learning community.

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

The Junior School Journey

In 2016, the commitment from our students and staff was significant – to excellence in all its forms, to participation in academic, sporting, musical and co-curricular pursuits; commitment to mastery and improvement with hard work, effort and persistence; commitment to building, maintaining and widening friendship circles; and commitment to serving others.

The service learning events that the students helped to create in 2016 not only raised money but provided the students with insight into the complex problems of our world. Our students understand they are fortunate and worked together for the benefit of others. In 2016 they raised funds in support of charities that provide for children, whether they be sick or disadvantaged. Significant funds were raised and the girls realised that their efforts create tangible outcomes for others.

Academically, our students have demonstrated growth in all areas. Of particular note was a highly successful pilot program for Mathematics instruction, aimed at delivering content specific to each student’s learning needs. The result was significant growth in knowledge, understanding and skill, and a decision to implement the program throughout the Junior School in 2017.

Collaborative Learning Projects have continued to develop and change to meet the needs of our students. The integration of STEAM concepts and skills has expanded and the introduction of the new NSW Geography syllabus has enable further depth in these units. A skills spiral is developed, ensuring local, national and global concepts and understandings are covered means our students have access to a deep curriculum, ensuring enduring understandings.

12 2016 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 classroom. 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 Independent Research Project

Inspired by Lewis Carroll’s Alice in Wonderland, students developed individual inquiry questions and worked independently to research and investigate answers to them. The resulting works and projects were showcased in an exhibition held in the Year 6 Centre and Enlightenment Centre and was attended by staff, parents and friends.

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 Shakespearean productions in a range of locations around the Senior School campus. The audience moved from one location to another following the players of Year 7 through a series of performances from eight of Shakespeare’s great works. Students re-imagined enchanting scenes from Henry V, A Midsummer Night’s Dream, A Comedy of Errors, Macbeth, Romeo and Juliet, Twelfth Night, Othello and As You Like It.

Year 8 City Experience

City Experience challenges students to observe and investigate specific elements of their environment over a two-week period. In 2016, 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. In the second week, they were based at the Karstens Centre in The Rocks and from there explored many parts of the city including the CBD, 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 and they presented these in a Celebration of Learning held in Kent House.

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

Conducted for the second time in 2016, Year 10 students participated in a two-week immersive learning experience in Chiang Mai, Thailand. As in its inaugural year, 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. However, they rose to these challenges and strengthened their resilience, collaborative skills and service ethic.

MLC SCHOOL 13 IT Pedagogy

2016 was a year of continued developments and innovation across the various technological programs at MLC School.

Curriculum Integration

After the creation of the Junior and Senior School STEAM labs in 2015, these spaces now facilitate a variety of projects that enhance skills and knowledge in Science Technology, Engineering, the Arts and Mathematics, particularly in relation to design and digital technologies. Some of the projects that students worked on included using drones for measurement in Mathematics, Year 5 iMovie Book Trailer, Year 6 Green Screen training, Hour of Code, Robotics in English, National Computer Science Schools Challenge and other project collaborations with History, Music, PDHPE and Languages Departments. The team also continued to support staff and students’ skills development in a range of software applications including SCRATCH, After Effects, Photoshop, Wordpress and AccessIT as well as facilitating Digital Citizenship training.

Co-Curricular Programs

In 2016 a range of co-curricular activities for students related to technology continued to be facilitated including Junior and Senior Robotics Clubs and Junior and Senior Code Clubs. New co-curricular initiatives were established – a Senior School Start-Up Club and a code tuition program along similar lines to the Music Tuition program.

AIS Funding

The team was successful again in receiving an AIS STEM grant as part of the third round of funding. The funds will be used to support a project that aims to enhance information literacy skills in students across the curriculum and will involve students and staff working collaboratively to make interdisciplinary connections in Mathematics, Science, Geography and Technology Mandatory.

Events

Technology Week in 2016 culminated with the introduction of MLC School’s Inaugural Maker Festival and also saw the school host the first ever student led TEDx event in NSW.

A variety of events were hosted and facilitated throughout the year including Hour of Code, Code Hackathon, Live Digital Art Portraits and Entrepreneur Presentations involving ex-MLC School students. Rich and diverse learning opportunities for both staff and students were facilitated by partnerships and opportunities offered by Sydney University, Fishburners, Edupreneur, IOT meetups. Girls Programming Network, UNSW, Apple and the AIS.

Apple Distinguished School

MLC School continues to be 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.

14 2016 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.

2016 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 them 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 2016 conferences and exchanges were popular among students and staff, with MLC School members travelling to places including Scotch Oakburn in Tasmania, UWCSEA International School in Singapore, St Philip’s College Alice Springs, Tamagawa Academy in Japan, St Stithians Girls College in South Africa, Ermitage International School of France, Lower Canada College in Canada. Scotch College, Perth welcomed six Year 9 students for the Regional Conference while five Year 10 and Year 11 students travelled to 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 2015.

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 Programme, Creativity, Activity 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 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 KidzPositive.org. 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 2016 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.

MLC SCHOOL 15 The Co-curricular Program

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

Through participation, students have opportunities to develop:

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

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

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

2016 offered co-curricular programs across 10 broad areas:

• Sport, including aquatic centre activities such as swimming, diving and gymnastics • Music, including private instrumental tuition, choirs, orchestras and bands • Speech and Drama, including speech and drama tuition and ensembles, productions and Theatresports • Debating and Public Speaking, including Archdale, Independent Schools’ Debating Association (ISDA), Friday Evening Debating (FED) Debating competitions as well as public speaking events like Rostrum • Mind Challenges, including da Vinci Decathlon and Tournament of Minds • Clubs and Committees, including STEAM programs, Collective Voice, Creative Writing, Code Club, Homework Club, Cross-Age Peer Tutoring, Maths Mentoring, etc • Duke of Edinburgh, including camps and expeditions • Round Square (NOTE: this is not solely a co-curricular activity, but rather a whole-school ethos) • Dance, including technique classes, ensembles and companies • Student Voice, including Student Representative Council (Junior Years, Middle Years, Senior Years)

2016 saw the release of the inaugural Co-Curricular Handbook, creating a comprehensive document that outlines all of our co-curricular offerings alone with policy and procedures for each activity, contact details for coordinators and enrolment processes.

Term 4 of 2016, with the support of IT services and finance, saw the roll out of a co-curricular database and online enrolment systems. These systems aid in the streamlining of administrative tasks for coordinators.

ACTIVITY TOTAL NUMBER OF ENROLMENTS (PRE-K TO YEAR 12) Clubs and Committees 400 Dance 330 Duke of Edinburgh 106 Mind Challenges 80 Music 752 Round Square (Year 6 to Year 12) 75 Speech and Drama 200 Sport 763

16 2016 ANNUAL REPORT

3. STUDENT PERFORMANCE IN NATIONAL AND STATEWIDE TESTS AND EXAMINATIONS

MLC School offers two pathways to attaining a Year 12 school leavers’ qualification, the NSW Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma. Students are guided and counselled in their choice of pathway. An increasing range of options is available for the completion of 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) NSW Education Standards Authority 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 2016 our Year 12 students achieved extraordinary academic results. The Median combined ATAR for HSC and IB was 90.03. 12% of the cohort achieved a combined ATAR over 99. 35% of the cohort achieved a combined ATAR over 95. 50% of the cohort achieved a combined ATAR over 90. • 16 students achieved over 99.00 • 35% of students scored 95.00 or above • 73% of students scored 80.00 or above

The University Admissions Centre (UAC) awards the Australian Tertiary Admissions Rank (ATAR) for HSC students. A University Admission Centre Rank (UAC Rank) is an equivalent award for IB Diploma students.

NSW Education Standards Authority (NESA) Higher School Certificate, 2016

In 2016, 86 students sat for the NSW Higher School Certificate in 33 different courses. The median ATAR for those students was 84.88.

Significant achievements were: • There were 95 instances of students being awarded Band 6 or E4 (the highest bands possible). • 53% of the cohort achieved a Band 6 in at least one subject. • 2 students were placed on the HSC All Rounders list, for those who achieve Band 6 in 10 units of studies. • 42 students who were placed on the HSC Distinguished Achievers list for those who achieved a result in the highest possible Band for one or more courses. • 100% of Music 2 students achieved a Band 6. • 86% of Music 1 students achieved a Band 6. • 82% of English Extension 1 students achieved a Band 6. • 71% of Textiles & Design students achieved a Band 6. • 67% of History Extension students achieved a Band 6. • 47% of Drama students achieved a Band 6. • 33% of Mathematics Advanced students achieved a Band 6. • 31% of Visual Arts students achieved a Band 6. • 3 students were selected for ARTEXPRESS. • 3 students were nominated for ENCORE, with 1 being selected. • 1 student was selected for OnStage. • 1 student was selected for Texstyle. • 1 student was selected for SHAPE.

18 2016 ANNUAL REPORT 2016 Higher School Certificate – MLC School Results and State Comparison

Mean score for % of MLC School % of MLC School % of MLC School % of NSW Number of Subject MLC School students in students in students in students in students students Bands 5 and 6 Bands 3 and 4 Bands 1 and 2 Band 5 Ancient History 23 80 61 35 4 31 Biology 25 79 52 48 0 35 Business Studies 30 78 40 60 0 35 Chemistry 10 85 100 0 0 41 Dance 5 80 60 40 0 48 Design and Technology 7 80 71 29 0 41 Drama 15 89 93 7 0 43 Economics 8 79 38 63 0 45 English (Standard) 8 73 0 100 0 13 English (Advanced) 73 84 81 19 0 62 ESL 4 80 75 25 0 27 Geography 8 80 53 47 0 41 Industrial Technology 11 81 73 27 0 26 Mathematics General 2 34 82 65 35 0 26 Mathematics 21 86 76 24 0 53 Modern History 14 86 79 21 0 41 Music 1 7 92 100 0 0 63 Music 2 4 93 100 0 0 90 PDHPE 25 79 44 56 0 35 Physics 8 77 38 63 0 30 Studies of Religion II 7 80 71 29 0 48 Textiles and Design 16 90 100 0 0 47 Visual Arts 2 87 94 6 0 55 French Continuers 0 85 50 50 0 65 Japanese Continuers 0 83 100 0 0 57

Median score % of MLC School % of MLC School % of MLC School % of NSW Number of Subject for MLC School students in students in students in students in students students Bands 5 and 6 Bands 3 and 4 Bands 1 and 2 Bands 5 and 6 Entertainment Industry 8 80 88 0 13 39 Examination Hospitality Operations 15 83 80 20 0 28

Median score % of MLC School % of MLC School % of MLC School % of NSW Number of Subject for MLC School students in Band students in Band students in students in Band Students students E4 E3 Bands E1/E2 E4

English Extension 1 11 45 82 18 0 35 English Extension 2 6 40 17 67 17 18 History Extension 6 45 67 33 0 22 Mathematics Extension 1 17 37 6 59 32 33 Mathematics Extension 2 5 37 0 40 60 32

MLC SCHOOL 19 2016 International Baccalaureate (IB) Diploma Programme The 2016 IB Diploma results for MLC School were high, with six students achieving a perfect score of 45, (converting to an ATAR of 99.95). Another 18 students received Distinction Certificates having gained marks over 40 points or above. In 2016, 52 students were awarded the International Baccalaureate Diploma undertaking 37 courses. The median IB Diploma ATAR rank was 97.60. Twenty-two students achieved the maximum three bonus points for their work in the compulsory Theory of Knowledge course and the 4000-word Extended Essay. The highest grade achievable, Grade 7 was attained 115 times (37% of all grades attained).

2016 IB – MLC School Results and World Average

Number of MLC School World average Subject Grade 5–7 Grade 3–4 Grade 1–2 students average grade grade English A: Literature HL 43 43 0 0 5.98 5.31 English A: Literature SL 11 11 0 0 5.91 5.23 Chinese B: Mandarin HL 3 3 0 0 7.00 6.60 Chinese B: Mandarin SL 1 1 0 0 7.00 6.76 French B SL 9 9 0 0 6.67 5.50 Italian AB SL 23 23 0 0 6.52 4.91 Indonesian AB SL 5 4 1 0 5.20 5.55 Indonesian B SL 3 3 0 0 5.00 5.94 Japanese B SL 3 3 0 0 6.00 5.98 Latin SL 5 2 3 0 4.80 4.83 Mandarin AB SL 3 3 0 0 6.67 6.17 Business Management HL 9 9 0 0 6.22 3.83 Economics HL 7 7 0 0 6.14 5.31 Economics SL 1 1 0 0 5.00 5.07 Geography HL 6 6 0 0 6.33 5.24 Geography SL 2 2 0 0 6.50 4.91 History Asia/Oce HL 4 3 1 0 5.75 5.99 History HL 4 4 0 0 6.50 6.50 History SL 5 4 1 0 5.40 4.32 Philosophy HL 4 4 0 0 6.75 4.98 Philosophy SL 1 1 0 0 6.00 4.49 Psychology HL 24 24 0 0 6.17 5.31 Psychology SL 2 2 0 0 5.50 4.96 Biology HL 13 11 2 0 6.00 4.68 Biology SL 16 15 1 0 6.38 4.13 Chemistry HL 7 6 1 0 5.71 5.13 Chemistry SL 12 9 3 0 5.83 3.68 Design Technology HL 10 8 2 0 5.30 4.09 Physics SL 7 7 0 0 6.57 3.98 Mathematical Studies SL 36 34 2 0 6.19 3.85 Mathematics HL 2 2 0 0 6.00 4.92 Mathematics SL 15 15 0 0 6.67 4.47 Dance HL 5 5 0 0 6 6.59 Music HL 2 2 0 0 6.00 5.24 Music SL 1 1 0 0 7.00 4.90 Theatre HL 6 6 0 0 6.33 5.79 Visual Arts HL 11 10 1 0 5.55 4.87

20 2016 ANNUAL REPORT Number of Subject Grade A Grade B Grade C Grade D Grade E students Extended Essay 52 26 17 8 1 0 Theory of Knowledge 52 5 27 16 4 0

NESA Record of School Achievement Results 2016

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 2016 and compares them with the State’s pattern for distribution of grades.

MLC School Pattern State Pattern Number of Number of % of students in Grade % of students in Grade Course Name Students Students distribution distribution in School in State

A B C D E N A B C D E N English 200 hours 113 86,194 26 40 34 12 28 37 16 6 1 Mathematics 200 hours 113 86,204 40 34 22 4 15 23 31 23 7 1 Science 200 hours 113 86,198 23 33 41 3 13 24 36 19 7 1 Australian Geography 100 hours 113 86,018 26 53 20 1 13 26 36 17 7 1 History 100 hours 114 86,232 35 36 27 14 26 35 17 7 1 Commerce 200 hours 65 18,525 11 46 40 3 27 34 29 8 2 Chinese 200 hours 22 994 59 23 18 54 28 12 5 1 French 200 hours 69 2738 19 24 35 22 35 31 24 8 2 Indonesian 200 hours 5 227 60 20 20 40 26 24 9 1 Design and Technology 200 hours 15 3085 53 33 7 7 28 33 27 9 2 1 Information and Software Technology 200 hours 10 9787 50 20 30 22 28 32 13 4 1 Textiles Technology 200 hours 12 2801 34 33 33 27 33 27 9 3 1 Dance 200 hours 11 2024 37 36 27 30 32 25 8 4 1 Drama 200 hours 30 8260 43 47 10 27 35 26 9 3 Music 200 hours 19 10,411 37 37 26 26 33 26 10 4 1 Photographic and Digital Media 200 hours 19 5757 58 21 21 21 31 30 12 5 1 Visual Arts 200 hours 28 13,657 39 43 11 7 25 33 27 10 4 1 Personal Development, Health and PE 200 hours 114 56,540 21 54 25 13 32 37 12 5 1

MLC SCHOOL 21 The table below gives MLC School’s pattern of Grades for all Year 11 courses in 2016 and compares them with the State’s pattern for distribution of grades.

School State School School School School School State A State B State C State D State E Course Total Total A (%) B (%) C (%) D (%) E (%) (%) (%) (%) (%) (%)

English Advanced 79 31,559 26.6 48.1 25.32 18.4 41.8 32.7 6.2 2.8 ESL 7 2912 28.6 42.9 28.6 8.3 25.7 37.8 20.5 6.9 English Extension 12 7085 75 25 35.5 42.7 17.8 3.12 0.8 Mathematics General 25 40,884 32 40 16 12 7.5 19.5 34.3 25.9 11.7 Mathematics 45 25,173 26.7 28.9 26.7 15.6 2.2 25.3 25.4 29.5 15.3 4.3 Mathematics Extension 19 12,328 5.26 21.5 36.8 15.8 21 25.7 27.2 28.2 14.6 4.3 Biology 30 24,719 26.7 36.7 33.3 3.3 12.8 27.8 38 16.2 4.9 Chemistry 14 16,370 28.57 14.29 57.14 17 27.5 35.2 15.7 4.5 Physics 14 12,993 35.71 14.29 50 17.1 28.4 34.9 15.5 3.9 Ancient History 23 12,094 34.78 39.13 26.1 16.4 28 33.6 15.4 5.8 Business Studies 40 23,349 22.5 55 22.5 13.6 28.6 35.4 16 5.8 Economics 21 7489 14.3 38.1 47.6 22.5 33.2 30.4 11.1 2.7 Geography 7 5901 57.14 28.57 0 14.3 18.2 29.6 34.8 13.2 3.6 Modern History 33 14,773 12.1 57.6 30.3 17.6 30 33.4 13.3 5 Studies of Religion I 2 11,506 50 0 50 13.5 27.8 40.1 15.8 2.8 Studies of Religion II 11 7779 18.2 63.6 18.2 15.6 30 36.2 13.7 4.3 French Continuers 6 974 50 33.3 16.7 36.3 35 21.6 6.2 0.9 Japanese Continuers 6 914 16.7 50 33.3 31.1 35.1 23.1 9 1.5 Design and Technology 9 4841 33.3 55.6 11.1 16.3 29 31.4 15.7 6.3 Food Technology 5 4727 60 40 14.7 26.7 33.2 17.8 6.7 Industrial Technology 14 9155 50 28.6 21.4 10.5 24.1 34.7 20.2 8.9 Textiles and Design 11 1992 72.7 18.2 9.1 20.5 29.4 30 13.6 5.1 Dance 2 1241 100 33.6 34.7 21.1 7.1 2.6 Drama 21 5867 52.4 33.3 14.3 23.8 37.5 26.7 8.9 2.6 Music 1 4 6124 75 25 18 35.9 29.7 11.1 4 Music 2 12 1019 41.7 41.7 16.7 48.5 35.7 13.1 2.4 0.3 Visual Arts 16 11,731 50 43.8 6.3 19.5 32.9 29.8 12.3 4.2 PDHPE 19 19,558 26.3 57.9 15.8 12.6 27.1 37.4 16.8 5.6

22 2016 ANNUAL REPORT

NAPLAN Results 2016

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.

Reading Writing % in each band MLC School NSW MLC School NSW Band 6 63.5 28.1 38.5 16.6 Band 5 25.0 23.7 30.8 37.5 Band 4 11.5 19.0 26.9 26.7 Year 3 Band 3 0 17.1 3.8 13.1 Band 2 0 8.9 0 4.8 Band 1 0 3.1 0 1.2

Band 8 36.8 15.4 13.2 5.2 Band 7 38.2 23.2 25.0 13.5 Band 6 14.5 23.7 35.5 31.3 Year 5 Band 5 7.9 18.8 21.1 33.7 Band 4 2.6 12.9 5.3 11.1 Band 3 0 6.0 0 5.3

Band 9 34.4 12.0 8.2 4.5 Band 8 21.3 18.0 26.2 13.3 Band 7 22.1 23.1 32.8 24.1 Year 7 Band 6 19.7 27.1 27.9 30.8 Band 5 1.6 14.9 4.9 19.3 Band 4 0.8 4.8 0 8.1

Band 10 29.4 7.9 16.1 4.2 Band 9 32.8 16.9 20.3 8.2 Band 8 25.2 26.2 30.5 22.6 Year 9 Band 7 10.9 26.7 26.3 26.2 Band 6 1.7 16.8 5.9 22.5 Band 5 0 5.6 0.8 16.3

24 2016 ANNUAL REPORT Spelling Grammar and Punctuation Numeracy % in each band MLC School NSW MLC School NSW MLC School NSW Band 6 51.9 27.4 69.2 34.6 48.1 19.1 Band 5 25.0 27.0 18.2 18.3 19.2 19.0 Band 4 15.4 21.7 7.7 19.0 15.4 22.3 Year 3 Band 3 7.7 11.5 3.8 20.2 17.3 24.5 Band 2 0 9.2 0 4.8 0 11.4 Band 1 0 3.1 0 3.0 0 3.1

Band 8 32.9 15.5 56.6 20.9 38.2 15.5 Band 7 23.7 17.7 27.6 19.9 18.4 15.0 Band 6 31.6 30.4 9.2 23.4 28.4 26.6 Year 5 Band 5 11.8 21.8 5.3 20.4 9.2 25.8 Band 4 0 9.2 1.3 11.4 5.3 12.9 Band 3 0 5.4 0 4.0 0 4.3

Band 9 23.0 12.3 36.1 15.2 26.2 13.7 Band 8 39.3 21.8 26.2 15.6 30.3 17.7 Band 7 18.0 28.1 23.8 26.4 32.8 29.3 Year 7 Band 6 17.2 20.6 10.7 19.9 8.2 23.4 Band 5 2.5 11.8 3.3 17.7 1.6 12.9 Band 4 0 5.4 0 5.2 0.8 3.0

Band 10 30.5 8.4 32.2 8.8 21.0 11.5 Band 9 24.6 17.1 26.3 13.4 35.3 15.4 Band 8 31.4 29.5 23.7 19.7 26.1 25.9 Year 9 Band 7 9.3 23.5 14.4 30.8 15.1 28.6 Band 6 3.4 12.9 2.5 17.3 2.5 16.3 Band 5 0.8 8.5 0.8 10.0 0 2.3

Trends Compared to Previous Years

Although some averages were lower than those recorded in 2015, the results are consistent with other results for this cohort of students over time and indicative of their previously demonstrated levels of ability and performance, while showing improvement in a significant number of individual cases.

Year 3 The number of students in the top Band reduced slightly, but overall mean scores in Reading, Spelling, Grammar and Punctuation and Numeracy were significantly improved.

Year 5 The number of students in the top Band improved and overall mean scores in Reading, Grammar and Punctuation and Numeracy also improved.

Year 7 The number of students in the top Band was reduced although the mean scores for Reading and Numeracy remained stable.

Year 9 The number of students in the top Band improved while Reading, Spelling and Grammar and Punctuation remained stable across the mean.

MLC SCHOOL 25 The table below shows means for MLC School, all NSW and NSW independent schools.

Year Domain MLC School mean NSW mean NSW AIS mean Reading 511.0 429.0 457.0 Writing 457.1 424.1 441.4 Year 3 Spelling 488.5 429.8 454.9 Grammar and Punctuation 531.3 441.5 474.7 Numeracy 471.9 406.7 433.2 Reading 570.6 502.9 530.9 Writing 514.2 477.6 497.1 Year 5 Spelling 553.7 501.0 522.7 Grammar and Punctuation 603.8 512.2 542.3 Numeracy 562.9 499.4 525.8 Reading 594.5 543.2 569.3 Writing 561.7 515.5 538.4 Year 7 Spelling 592.5 550.7 569.6 Grammar and Punctuation 608.1 545.2 572.7 Numeracy 605.0 554.0 581.4 Reading 653.1 583.6 610.5 Writing 616.7 546.8 574.9 Year 9 Spelling 652.7 587.4 608.1 Grammar and Punctuation 650.9 572.5 598.6 Numeracy 648.6 595.5 622.7

4. SENIOR SECONDARY OUTCOMES

YEAR 12 RESULTS Senior Secondary Certificate Awarded 138 Completed Year 12 138 VOCATIONAL EDUCATION AND TRAINING (VET) Awarded a VET Qualificaiton 43

26 2016 ANNUAL REPORT 5. PROFESSIONAL LEARNING AND TEACHING STANDARDS, ATTENDANCE AND NON-ATTENDANCE

(a) Professional Learning

All MLC School teaching staff undertook professional learning opportunities throughout 2016, which included: • Staff development days • Mentor programs • School-based workshops • Research projects • Online training • External conferences and workshops

The professional learning component at MLC School is developed through consultation with various stakeholders and is linked to school priorities and recommendations and departmental operational plans that are informed by data collection and analysis.

MLC School expended an average figure of approximately $2137 per teaching staff member on professional development in 2016.

(b) Teacher Standards

CATEGORY NUMBER OF TEACHERS Teachers who have teaching qualifications from a higher education institution within Australia or as 139 recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines. Teachers who were accredited under the ongoing NESA Teacher Accreditation process introduced during 2016 16 Teachers who have qualifications as a graduate from a higher education institution within Australia or one 3 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 0 or appropriate knowledge relevant to the teaching context.

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.

MLC SCHOOL 27 6. WORKFORCE COMPOSITION

In 2016 the average daily staff attendance rate for teachers was 95.77%. The proportion of teaching staff retained from 2015 to 2016 was 87.2%.

STAFF TEACHING NON-TEACHING TOTAL STAFF TEACHING OPERATIONAL TOTAL Primary Full Time Equivalent 30.85 16.9 47.75 Secondary Full Time Equivalent 96.7 49.94 146.64 Total Full Time Equivalent 127.55 66.84 194.39

28 2016 ANNUAL REPORT 7. STUDENT ATTENDANCE AND RETENTION RATES

(a) Student Attendance

96% of students attended school on average each school day in 2016. This figure maintains the daily attendance achieved since 2011 when attendance reporting became a requirement.

TOTAL ATTENDANCE YEAR LEVEL ENROLMENT DAYS ATTENDANCE DAYS ATTENDANCE % Kindergarten 9180 8799 96% Year 1 9058 8517 94% Year 2 8915 8563 96% Year 3 9032 8705 96% Year 4 9062 8652 95% Year 5 13,499 13,122 97% Year 6 14,514 14,046 97% Year 7 21,726 20,766 96% Year 8 28,235 27,033 96% Year 9 21,295 20,324 95% Year 10 20,421 19,358 95% Year 11 24,570 23,346 95% Year 12 25,298 24,157 95% TOTAL 214,805 205,388 96%

As reported to DET (Department of Education and Training). In 2016 the reporting requirements were simplified to the above table.

(b) Student Retention

Year 9 Total Year 12 Total Enrolment who Year 9 Total Apparent Actual Retention Years Compared Completing High remained to Enrolment Retention Rate Rate School complete High School 2013/2017 121 139 117 100% 96.7% 2012/2015 141 139 127 100% 91.4% 2011/2014 124 136 110 100% 88.7% 2010/2013 126 145 115 100% 91.3% 2009/2012 124 143 112 100% 91.0% 2008/2011 127 155 113 100% 89.0% 2007/2010 133 157 121 100% 85.6% 2006/2009 125 141 107 100% 85.6% 2005/2008 164 161 151 96.4% 92.0% 2004/2007 168 166 147 98.8% 87.0% 2003/2006 146 149 135 100% 92.5% 2002/2005 159 177 147 100% 92.5% 2001/2004 155 170 148 100% 95.5%

MLC SCHOOL 29 8. POST SCHOOL DESTINATIONS YEAR 12 2016 COHORT

DESTINATIONS NUMBER COURSE NUMBER University of New South Wales 32 Business/Commerce/Accounting 16 University of Sydney 31 Design/Architecture/Built Environment 14 University of Technology Sydney 26 Science/Med Science/Forensics/Psych 14 Macquarie University 14 Arts/Liberal Arts 13 Australian National University 7 Media/Communications 11 Western Sydney University 6 Health Physio/Chiro/Speech 10 University of Melbourne 5 Law 8 Australian Catholic University 3 Engineering 7 Notre Dame 2 Nursing 6 Overseas 2 Political Science 6 Torrens University 2 Comb. Creative Intelligence and 4 National Institute of Dramatic Art (NIDA) 1 Innovation National Art School 1 Education 4 Newcastle University 1 Screen/Sound and Stage Production 4 University of Canberra 1 Medicine 2 University of Wollongong 1 Philosophy 2 Criminology and Justice 1

Fine Art 1 Music 1 Optometry 1 Note: Course numbers are greater due to students selecting Pharmacy 1 combined degrees.

30 2016 ANNUAL REPORT

9. ENROLMENT PROFILE, POLICY AND PROCEDURES

(a) Profile

The total number of students enrolled at the Commonwealth Census date of 1 August 2016 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 1.21% and 0.58% 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 0.48 Canterbury/Bankstown 6.34 Central Northern Sydney 2.33 Central Western Sydney 6.58 Eastern Suburbs 0.64 Fairfield/Liverpool 2.09 Inner Sydney 17.80 Inner West 38.09 Lower Northern Sydney 9.30 Outer South West 0.16 Outer West 0.16 St George 11.63 Sutherland Shire 4.09

Year Group Distribution at Census 2016

SECONDARY PRIMARY YEAR LEVEL NUMBER OF STUDENTS YEAR LEVEL NUMBER OF STUDENTS Year 12 143 Year 6 82 Year 11 133 Year 5 76 Year 10 115 Year 4 52 Year 9 119 Year 3 50 Year 8 160 Year 2 51 Year 7 123 Year 1 52 Kindergarten 50 TOTAL 793 TOTAL 413

An additional 41 students (FTE approximately 33.4) attend early childhood programs at MLC School’s Junior School. These students are not included in the census statistics.

32 2016 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 Registrar prior to submission. Places in these years are offered at the discretion of the Principal. MLC School accepts enrolments in Year 12 under special circumstances.

Enrolment Terms and Conditions are included in the school’s enrolment application form, a copy of which is available from the Enrolment section of the school’s public website. A copy of the School’s Enrolment Policy, Procedure, Terms and Conditions for Australian Residents and Enrolment Policy, Procedure, Terms and Conditions for Overseas Students is available on application from the Enrolments Office.

(c) Procedure

All applications are processed in accordance with the school’s Enrolment Policy. Each applicant’s statement/interview responses regarding her ability and willingness to support the school’s ethos is considered.

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

Subject to availability, offers of a place will be made according to whether there are siblings of the student already at the School, whether they are the child of a former student and in the order of receipt. Continuing enrolment is subject to the student’s adherence to school rules (see Enrolment Contract, Pastoral Care Policies and Behaviour Management Policies) and payment of all school fees.

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

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

MLC SCHOOL 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. MLC School strives to maintain a safe and supportive environment.

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

Policies for Complaints and Grievances Resolution

The school’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness.

The full text of the school’s policy and processes for employee complaints and grievances is provided in the MLC School Policy Manual, available on the school’s 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.

MLC SCHOOL 35 MLC School – A Safe and Supportive Environment

10.1 Support

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

10.2 Security

The school will implement measures designed to promote the safety and wellbeing of students, particularly having regard to its professional judgment as to what is required, and will include in its consideration such matters as: (a) Appropriate levels of supervision (b) Security of buildings (c) Procedures in case of fire (d) Use of grounds and facilities (e) Travel on school-related activities (f) Other appropriate matters

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

10.3 Supervision

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

10.4 Conduct

(a) The school has a Code of Conduct for staff and students that may be supplemented from time to time by specific rules and directives. The Code of Conduct includes such matters as: i. The rights and responsibilities of students and staff within the School Community ii. Behaviour management iii. The role of any school leadership system (or equivalent) in the school and the monitoring of that system iv. The management and reporting of serious incidents

(b) The school implements appropriate behaviour management practices for students, consistent with the philosophy of the school and with other aspects of this policy.

(c) The school implements a student leadership system.

10.5 Complaints and Grievances

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

36 2016 ANNUAL REPORT 10.6 Pastoral Care a) Students are aware of, and have access to, appropriate pastoral care arrangements and access to, and use of, counselling within the school. b) The school takes reasonable measures to identify students with special needs and provide them with an appropriate level of support to assist them with their schooling with minimal disruption, taking into account the resources available. c) Students requiring health and/or medical services and support or medication are assisted to access these in an appropriate manner. The school employs a full-time qualified Nurse to provide appropriate care on a daily basis.

10.7 Communication

The school provides both formal and informal mechanisms to facilitate communication between those with an interest in a student’s education and 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 2016

DIMENSION: PROGRAMS PRIORITY: POWERFUL LEARNING 2016 FOCUS ACTION OUTCOME Introducing new learning frameworks • Ongoing implementation of STEAM • STEAM initiatives implemented with rigorous Global focus initiatives • Maker Festival and TEDx programs • Inaugural Maker Festival and TEDx delivered program • Language offerings refined • Review of languages program • Year 10 Personal Project introduced Kindergarten to Year 12 including staff training • Planning for introduction of Year 10 • MYP program implemented for Personal Project in 2017, including staff Year 6 to Year 9 and planning for training Year 10 commenced • Continued implementation of MYP program

Enhance co-curricular opportunities for • Review foundation work completed in • Director of Co-curricular appointed in individual enrichment 2015 2016. Pockets policy reviewed • Pilot of STEAM and Code co-curricular • Pilot completed, review underway offering

Re-design of Senior School campus • Preparatory works • Preparatory works completed • Opening of Phase 1 of building of • Phase 1 implemented Senior School • Existing plans reviewed and adjusted • Review of existing plans

Operational excellence • Improve calendar planning • Calendar planning improved • Implement weekly Year specific • Year specific weekly news implemented communication bulletins in weekly newsletter • Centralise policies and procedures • Policies and procedures reviewed and • Scope new learning management centralised system • New learning management system • Introduction of Time Tabler program selected (SEQTA) in order to streamline timetable and • Time Tabler program introduced enhance subject selection processes

38 2016 ANNUAL REPORT DIMENSION: PEOPLE PRIORITY: WHOLE SCHOOL PRIORITY: UNRIVALLED EXPERIENCES 2016 FOCUS ACTION OUTCOME Attract retain and develop high quality • Scoping of informal leadership • Informal leadership opportunities staff opportunities scoped • Succession planning for selected • Succession planning for departments departments ongoing in 2017 • Enhanced support program for teachers • Support program for teacher undertaking formal processes of accreditation implemented accreditation

Operational excellence • Professional learning documentation • Professional learning processes and procedures refined and moved to delivered online online environment • Student grievance management process • Refine management of student/parent refined and implemented grievances • New staff and student exit processes • Establish new staff and student exit refined processes including surveys

DIMENSION: PARTNERSHIPS PRIORITY: SERVING HUMANITY PRIORITY: STEWARDSHIP OF FINITE RESOURCES 2016 FOCUS ACTION OUTCOME Explore opportunities for students to • Review of existing/past service learning • Service learning program review nurture an ethos of social responsibility projects completed • Review utilisation of Round Square • Round Square Program participation association expanded

Operational excellence • Develop new parent portal • Parent Portal project scoped and • Continue scoping new website designed, suppliers selected following • Work with P&F on parent education tender process forums • Website scoped, user research undertaken, suppliers appointed • Parent education forums delivered – work ongoing

MLC SCHOOL 39 Targets for 2017

DIMENSION: PROGRAMS PRIORITY: POWERFUL LEARNING 2017 FOCUS ACTION Introduce new learning Frameworks with a rigorous global • Planning for introduction of curriculum elements of Learning focus Management System for Pre-K to Year 12 • MYP Authorisation • Year 10 Personal Project introduced • Ongoing implementation of STEAM initiatives • Elevate Project started • Student Achievement tracking developed and refined for Year 9 to Year 12 • Data driven practice implemented in Junior School

Enhance co-curricular opportunities for individual • Continue enhancement of STEAM co-curricular model enrichment • Continue enhancement of co-curricular opportunities

Redesign of the Senior School Campus to align to our • Building Design completed learning philosophy • Building works commenced • Building contracts awarded Operational Excellence • SEQTA student management elements implemented • System designed for staff participation in co-curricular activities

DIMENSION: PEOPLE PRIORITY: WHOLE SCHOOL PRIORITY: UNRIVALLED EXPERIENCES 2017 FOCUS ACTION Enhance personally significant learning • Investigate and introduce pastoral care model from Pre-K to Year 12, aligned to IB Learner values Attract, retain and develop high quality staff • Growth and Development Model developed for all staff • Accreditation preparation for staff coming into the process in 2018 • Accreditation processes improved for all teaching staff • Leadership Development Model developed • New Executive Structure in Junior School implemented

Operational excellence • Restructure of Studies Office to facilitate excellence in sytems and processes

DIMENSION: PARTNERSHIPS PRIORITY: SERVING HUMANITY PRIORITY: OPERATIONAL EXCELLENCE 2017 FOCUS ACTION Explore opportunities for students to nurture an ethos of • Enhancement and improved use of Round Square Association, social responsibility including improved Exchange process and program • Planning for improved service learning opportunities for Year 6 to Year 10 • Student Leadership further enhanced Seek mutually beneficial partnerships to enhance outcomes • New website operational for all • New parent portal operational • Enrolment processes enhanced

40 2016 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, Sailvega, CanTeen, 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 2016 provided tangible service learning opportunities, exploring and developing within the students the values of community, responsibility and social justice.

The programs implemented in 2016 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 2016 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.

There continues to be a whole school focus on restorative justice 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 conducted regularly. 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 2016 and was extended to the use of satisfaction surveys at a program level throughout the year.

The research projects allowed the school to refine the provision of both transport services and co-curricular programs. The co-curricular research resulted in improved communication regarding MLC School’s offering. MLC School community feedback has been highly positive and the appointment of a Director of Co-Curricular has continued to improve program delivery.

A comprehensive staff satisfaction survey was undertaken at the end of 2016. The survey showed that while staff were satisfied with their working conditions at the school there were also opportunities for improvement.

In early 2016 MLC School held a forum for parents hosted by the P&F committee to introduce the new Principal and teaching staff to further improve communication.

At the start of 2016, a new Principal was appointed who provided a period of stable leadership, allowing the School Community to consolidate the work of the past few years and improve communication with all stakeholders.

42 2016 ANNUAL REPORT

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The Uniting Church in Australia CRICOS No. 02328D A UNITING CHURCH DAY SCHOOL FOR GIRLS, PRE-KINDERGARTEN TO YEAR 12