I, Maria Haggett, attest that Mater Christi College is compliant with:
• • •
The minimum standards and other requirements for school registration and school boarding premises (if applicable) as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2017 (Vic).
Australian Government accountability requirements related to the 2024 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2023 (Cth).
The Child Safe Standards as prescribed in Ministerial Order 1359 – Implementing the Child Safe Standards, Managing the Risk of Child Abuse in Schools and School Boarding Premises.
Attested on 03 Apr 2025
About this report
Mater Christi College is registered by the Victorian Registration and Qualifications Authority (VRQA). The Annual Report to the School Community (ARSC), provides parents and the wider community with information about the school’s activities and achievements throughout the year including information about various aspects of school performance. The Report is supplementary to other forms of regular communication to the school community regarding initiatives, activities and programs which support the learning and wellbeing of its students. Further information about the contents of this Report may be obtained by contacting the School directly or by visiting the School's website. Information can also be obtained from the My School website.
Governing Authority Report
BOARD OF GOVERNANCE
Good Samaritan Education (GSE) is the collegial Public Juridic Person responsible for the ten incorporated Colleges in Australia, each retaining the distinctive spirit that connects them to the local church in which they are situated. Each College is accountable to GSE for its Catholic ethos and mission, embodied in the Good Samaritan Benedictine tradition, and for the administration of the temporal goods assigned to it for its work.
From the GSE group of 15 Members, a Governing Council of seven is elected. Each GSE Member is also a Member of the Company for either one or two Good Samaritan schools and as such, is involved in the life of the school communities. Here at Mater Christi College, we are blessed with the support of the following Members: Leonie Keaney (Chair of Members), Eileen O’Leary, Sr Veronica Hoey SGS, and Gaynor Robson-Garth.
GSE has full responsibility for all matters of mission, finance and governance of all Good Samaritan schools.
Dr Bern Nicholls as Chair of Board (to March), was supported by the following:
Mater Christi College is an inclusive, contemporary girls’ school that allows students time and space to explore their own personal identity and aspirations, delivering excellence in all-girls education.
Our student centred culture is guided by the Rule of Benedict and ethos of the Sisters of the Good Samaritan. We encourage and celebrate the potential and empowerment of all girls; encouraging them to realise their inherent dignity, worth and ability.
At Mater Christi College, we aim for each girl to become her best self; a global thinker who is confident, competent, and discerning; equipped to realise her own full potential and that of others.
Mission Statement
Mater Christi College is a Catholic Secondary School for Girls which takes its direction from the person and message of Christ, as proclaimed in the Gospels. In an atmosphere of Christian love, caring and understanding, the College provides educational programs relevant to the individual needs of students. It encourages excellence in all things. The College respects the traditions and spirit of its founders, the Sisters of the Good Samaritan, and strives to be organisationally and educationally innovative, to meet the challenges of a rapidly changing society. Through balanced growth of the whole person, we aim to develop informed and compassionate women of faith who will contribute freely and creatively in the affairs of society.
College Overview
Set in the hills of beautiful Belgrave, the heart of Wurundjeri Country, Mater Christi College has been educating girls since 1963.
Our College was established by the Good Samaritan Sisters, who were themselves inspired by the parable of the same name; this tale of compassion found in the Gospel of Luke lies at the core of all we do.
Similarly, the Benedictine values of community, stewardship, and justice are fostered through our dynamic environment, where students are encouraged to pursue peace and justice through social action – caring for those around them and our world.
Mater Christi’s motto consists of three words – Informed… Compassionate… Creative… These three words capture our dreams for each and every young woman who walks through our doors. Whatever her pathway, each student will have opportunities to explore her interests and talents, learn about herself and the world, and find a place to belong.
As a learning community committed to innovation, we strive to meet the challenges of our ever-changing world. We are proud of our forward-thinking academic programs, commitment to student wellbeing and extensive co-curricular program - all of which make for an environment in which a young woman can thrive.
Our comprehensive curriculum offerings are supported by outstanding facilities and resources emerging from a contemporary technology infrastructure.
Our learning framework in Years 7-10 is structured around the Middle Years Program of the International Baccalaureate, with skills and content taken from the Victorian Curriculum. The many opportunities provided by our VCE, VCE Vocational Major and VET programs demonstrate our commitment to each girl finding her pathway for the future.
Mater Christi College has a strong reputation for enhancing creativity and nurturing initiative, through our visual arts, performing arts and STEM programs. Our students engage in a diverse range of team and individual competitions and activities in sports, e-sports, academic and enrichment. Our leadership programs encourage girls from Year 7 onwards to embrace leadership experiences throughout their secondary years. We are school committed to social justice through meaningful action with students and staff working in a range of areas including outreach, immersion programs, and partnerships with Vinnies, Caritas and the Good Samaritan Foundation.
We welcome parents and carers as co-learners and value our partnerships with many groups and individuals in our local community. At Mater Christi, we take seriously our responsibility
to walk gently on the earth as stewards of creation, to be a voice for the voiceless, and to form leaders who are optimistic about the future.
Principal's Report
Theme and Mission Identity Engagement
This year, our theme was "Kindness Transforms Community," which guided our activities and initiatives. We saw significant engagement with Good Samaritan Education, particularly through the participation of our Mission Identity Leader in overseas and Sydney pilgrimages, as well as other mission formation activities. Professional learning sessions on Catholic and Good Samaritan identity featured Sr Jill O’Brien SGS and members of the MACS Catholic Mission Identity team. They shared the rich history of the Catholic Church and the Good Samaritan Sisters in Australia. Students attended Prophetic Voices activities throughout the year and two students attended the Philippines immersion.
Fundraising and Social Justice
Our community demonstrated remarkable generosity, raising record funds ($6500) for Project Compassion. We continued our work on our Reconciliation Action Plan (RAP) with active involvement from students and staff through the FIRE Carriers program, and with our local First Nations community. We participated in a range of other awareness raising activities including Reconciliation Week, NAIDOC Week as well as campaigns such as the Vinnies winter appeal in So Just Week. We continue to work towards student awareness issues on international and local levels.
Organisational Changes
We successfully embedded several organisational changes, including a new five-period day, updated timetable, and structures such as Professional Learning Communities, pastoral and assembly periods, and VCE assessment periods. These changes have enhanced our educational environment and support systems.
Educational Programs and Wellbeing
We consolidated the Victorian Certificate of Education Vocational Major (VCEVM) to provide inclusive pathways for students. The RULER program and other wellbeing initiatives have strengthened our pastoral care approaches, making them more proactive and skills-based. Students participated in overseas trips, including a cultural trip to France and a STEM trip to the USA. A range of incursions and excursions, camps and activities enriched the learning experience of students who participated.
Academic Achievements
Our students achieved strong results in external assessments, including VCE ATAR and NAPLAN, indicating significant growth across all key areas. Mathematics intervention data also showed positive impacts from mixed-ability classes. 2024 VCE results showed strong performances across the board.
Cultural and Structural Developments
We managed the implementation of the new Catholic Education Multi Employer Agreement with flexible local agreements, enhancing our positive culture and climate. Enrolments showed a positive upward trend, with waiting lists for 2025 and 2026. We launched a new website and secured a new contract for ICT services.
Policy and Curriculum Development
We developed a comprehensive policy framework and improved risk management processes including the use of scenario planning. The School Charter consultation and development were completed, with the launch and implementation set for 2025. We also reviewed our curriculum framework and accepted recommendations to transition from the MYP (IB) to the Victorian Curriculum for 2025-2026.
Parent Engagement
We continued our commitment to parent engagement through the Friends of Mater Association (FOMA), evident in meetings, fundraisers, social events, and assistance at parent information nights. We widened feedback mechanisms to include links in college emails, and purposeful surveys after events and activities.
Leadership, Board and Governance
Three leadership team appraisals (principal and two deputy principals) in 2024 yielded positive results, with commendations and areas for growth identified. The Board saw consolidation and stability with new directors. We extend our gratitude to those who have served, particularly Cherine Kenna, our outgoing Company Secretary. We also reviewed the Board Strategic Plan for the next School Improvement phase, beginning in 2026.
Catholic Identity and Mission
Goals & Intended Outcomes
In 2024, the Mission Identity Team sought to:
Offer an authentic yet accessible experience of the Catholic tradition for all members of the College community
Enhance the experience of prayer and liturgy for all members of the College Embed the College theme ‘Kindness Transforms Community’ and Benedictine values in formation, reflection and social justice activities.
Achievements
In the past year, our community had the opportunity to delve deeper into the Good Samaritan Charism. We celebrated our Opening Mass in the week of the Feast of St Scholastica with Eucharist, where we came together in prayer and reflection. Additionally, we continued our tradition of a combined schools Mass with other Catholic schools in the area – St Joseph’s College and associate primary schools - to strengthen our bonds and foster a sense of unity.
In Term 3, Staff were immersed in a Staff Spirituality Day hosted by our fellow Good Samaritan school, Santa Maria College. Staff had the opportunity to spend some time with their counterparts from Santa Maria as well as reflect on our role as educators in a Catholic school.
Students attended the Good Samaritan Education Prophetic Voices where our students outlined their vision for a just future. The foci were Reconciliation beyond the no vote, Ecology and Towards a Culture of Non-Violence.
Furthermore, our students had the opportunity to participate in retreats and retreat days, which allowed them to explore their faith and spirituality. Our Year 12 students unpacked the College theme on their retreat at Lyrebird Falls. Our RE curriculum was also reviewed, ensuring that we provide our students with a well-rounded education that fosters their spiritual growth. New Year 10 Religious Education units were added. These being: Bold Women, A Godless World and Religion and Cults explored our Catholic faith in the context of our contemporary world. Religious Education staff also developed new Year 9 Religious Education units to be implemented in 2025.
The College community continues to commit to building a just and caring community by actively engaging in a range of social justice activities. These initiatives, often led by students, aim to raise awareness about various issues such as refugees, period poverty, and first nations recognition. Additionally, the entire community works towards ensuring
Second semester saw a focus on Mater Day, where we raise funds and awareness for the Good Samaritan Foundation. We celebrated Mass with Fr Luke Bulley leading the celebration.
Our staff generously participate in events such as the Feast for Freedom which has become an annual event and raises money for refugees supported by the Dandenong ASRC and living in the local community. Staff were offered opportunities to develop their understanding of our faith community by accessing the online Encounter Courses. In preparation for the Year 9 Service as Action week some Religious Education staff were able to complete a Professional Learning Day in Melbourne's CBD, learning about this history and impact of the Catholic Church in Melbourne. This opportunity will be extended again to staff in the coming years.
Staff and students continue to explore the impact of their choices on others and the environment. As part of the Year 9 Service as Action Enrichment Week, students were involved in a Laudato Si Day where they considered how we could prevent textile waste. Other activities in that week included a Pilgrimage Walk around Melbourne’s Catholic precinct preparing food for Fare Share, learning about homelessness through an empathy walk and supporting local Disability Support Group, Bridge Haven.
Value Added
Retreat days – Years 7, 9, 11 and 12
12 Retreat had a revised program
Year 10 RE electives
Curriculum
Fire Carriers Program
Staff Spirituality Day with Santa Maria College
Prophetic Voices themes
Mater Day - raising awareness and funds and Mass
Year 9 Enrichment Week- Service as Action
• awareness and fundraising for local and international causes, including St Vincent de Paul and Caritas. We continued commitment to the celebration and recognition of First Nations Australians at all levels of the College through our Fire Carriers Partnership and the opening of the Indigenous Garden. This space was used in RE classes, particularly as a place of reflection during National Reconciliation Week. Caritas Australia’s Project Compassion was our focus for advocacy and fundraising during Term 1. This year we raised a phenomenal $6171 from Home Group donations and a variety of fundraising activities including: Shrove Tuesday Pancakes, Bake Sales and a five-cent coin line. Term 2’s focus is the St Vincent de Paul Society’s Winter Appeal and Sleep Out. Students and staff were asked to contribute non-perishable goods to be distributed to families in need in our local area.
Indigenous Garden
• PL- Encounter Online Course, Lent and Advent online series, Grow Your Faith online series and RE PL day
Learning and Teaching
Goals & Intended Outcomes
Foster a culture of collaboration and reflective professional practice demonstrated by collegiality, high expectations and strong support by:
•
Identifying and providing opportunities that build teacher efficacy
Advancing a shared vision of effective teaching and learning at Mater Christi College
Enhance student engagement and holistic growth across spiritual, physical, socio-emotional, academic and cognitive domains by:
Refreshing and strengthening current MCC structures and processes to support continuous student growth
Increasing staff data literacy and using data to inform and improve teaching practices
To achieve the goals and outcomes outlined above, the College implemented several key strategies as part of its 2024 Annual Action Plan. These included:
Building leadership capacity using existing Middle and Senior Leadership teams to promote and model leadership at Mater Christi College.
Religious Education Teachers and all Mater Christi College Staff provided opportunity to engage in Father Rob Galea online Ministries Course.
Ensure curriculum consistency across the College by using a standardized template, centralized shared storage, and a collaborative workspace in Teams.
Implementation and continued development of the new curriculum offerings in Year 9 and 10.
Investigating opportunities to improve engagement of Year 8 students through curriculum program.
MYP professional learning for key years 7-10 staff.
Engaged Learning First to conduct external review of MYP as a Learning Framework.
Inclusion of domain adjustments bank in SIMON to support staff in planning differentiated instruction.
Inclusion of domain adjustments bank in SIMON to support staff in planning differentiated instruction.
Support staff in documentation of adjustments for NCCD purposes.
Initiated the implementation of the Intervention Framework by introducing Learning Support classes to facilitate differentiated instruction.
Adopted the GRIN mathematics targeted intervention program in small group learning support sessions to build student confidence and enhance student numeracy development.
• • • Refined processes to gather student feedback about learning and wellbeing. Use functionality in SIMON to track and monitor all aspects of student learning and wellbeing data.
Further developed data literacy with staff to drive academic progression and achievement.
Achievements
The College provided the academic curriculum programs at Years 7-10 through the Middle Years Framework (MYP) of the International Baccalaureate (IB), using content descriptors across the years of learning from the Victorian Curriculum. Students graduate from their final year with either the Victorian Certificate of Education (VCE) or the Victorian Certificate of Education Vocational Major (VCE VM) and can take higher education and vocational education and training (VET) studies within each certificate.
A full program of semester-based exams, Grade 6 Assessment of General Abilities Testing (AGAT), Years 7-10 PAT-R and PAT-M testing, and Years 7 and 9 online NAPLAN testing all occurred throughout 2024. This data used by the college leadership team to monitor student progress, evaluate learning programs, and inform strategic actions. In addition, the data enabled staff to triangulate and target cohort and individual learning needs in the academic learning program.
The Getting Ready in Numeracy (GRIN) program was implemented as an early and targeted intervention strategy in 2024 with selected students in Year 7 and 8. Delivered in small group sessions, GRIN aims to build student confidence, improve comprehension, and enhance participation in regular mathematics instruction. The program focuses strongly on mathematical language and conceptual understanding, helping students engage more effectively with whole class learning.
The school management system, SIMON, continued to improve workflow efficiencies and opportunities for parent/carer engagement in the daily learning of their student. Parents/ carers can use SIMON regularly to get updates on their students learning progress and engagement.
Further elective options were offered in Year 9 and 10 giving students more opportunities to explore subjects that engage with their interests and support their academic growth. Year 9 students also participated in an enrichment learning week per term, providing an opportunity for deep and applied learning in the areas of STEM, social justice, outdoor and environmental education and the world of work. These weeks were characterised by experiential and practical learning opportunities that weren’t bound by timetable restrictions.
Our VCE students benefited from the continued full implementation of the VCE certificate, being able to select from a broad and diverse range of VCE, VCE VM and VET subjects to cater for their individual needs and interests.
With so many options now available to students in their senior years of schooling, emphasis was placed on ensuring students were aware of their options and supported to make appropriate selections that provided them with access to their preferred future pathway.
Year 9 students once again completed the Morrisby test, which is a psychometric assessment that produces a profile of a students’ abilities, personality type, interests, and preferred work and learning styles. Years 9 and 10 students were provided with individual student-teacher subject selection counselling to support them to make informed and appropriate subject choices.
A Subject Selection Expo was held once again in 2024 and was attended by many students in years 8 to 12. Staff and several university and TAFE providers shared information about subject offerings, post-secondary pathways, and any pre-requisite studies required.
Student Learning Outcomes
The 2024 NAPLAN data shows students in Year 7 performed above the national mean scaled score achieving strong in all assessments - reading, writing, grammar and punctuation, spelling and numeracy. Students were also above the State mean in reading, writing, spelling, and grammar and punctuation.
Year 9 students were also above the national mean scaled score in all assessments achieving strong in reading, writing, grammar and punctuation, spelling and numeracy. This cohort was also above the state mean in all assessments conducted. There was no relative growth data available for this year level for years 7 to 9 as the NAPLAN assessment scales were changed for 2024.
NAPLAN - Proportion of students meeting the proficient standards
*A school’s NAPLAN test must have a minimum of 11 participants and 80% participation rate. Data not reported for 2024 due to participation not meeting these criteria or no students were assessed. Participants include students who were assessed, including non-attempt, or those exempted from the test.
Senior Secondary Outcomes
VCE Median Score 31
VCE Completion Rate 100%
VCE VM Completion Rate 100%
VPC Completion Rate I/D
*Data not reported for 2024 due to insufficient data i.e. less than 4 student enrolments for VCE/VCE VM/VPC or none of the students in a school received study scores.
Other - The category of Other includes both students Looking for Work and those classed as Other
Student Wellbeing
Goals & Intended Outcomes
Develop contemporary, pro-active and responsive approaches to student wellbeing which build self-efficacy and a sense of purpose
Achievements
Morning Home Group routines continued in 2024 to build self-efficacy in student wellbeing. Home Group Mentors continued with Mindset Mondays; Wellbeing Wednesdays and Thankful Fridays. We continued working with students on effective use of the student planner including recording homework tasks, assessment due dates and general organisation.
As part of the Pastoral Program, students participated in activities that targeted specific yearlevel needs such as Friendship and Belonging at Year 7; Kindness and Relationship Building at Year 8; Exploring Self at Year 9; Careers and Pathways at Year 10; Coping Strategies at Year 11; Stress Management and Where to Next at Year 12.
The Wellbeing for Learning Leader and Year Learning Leaders worked on developing detailed curriculum for the pastoral program for use in 2025 by Home Group Mentors, with the view to increasing ownership over and engagement with the program. SIMON and Microsoft Teams provided the platform to create and share pastoral lessons with Home Group Mentors. SIMON provided a secure platform for student notes concerning wellbeing and pastoral matters.
PLCs provided an opportunity for the development of a new student leadership structure at the College. Senior students were able to apply for the new Senior Cabinet of Student Leaders and new portfolios were introduced including Scholastica Leaders, Environment and Sustainability Leaders, Sport and Recreation Leaders, and Wellbeing and Human Relation Leaders. The Senior Cabinet once again participated in a Leadership Formation Retreat at Phillip Island at the end of the year. This provided opportunities for development, student voice and collegiality for the incoming Captains. In addition as part of our leadership review, we introduced the Year 8 Good Samaritan Leadership Program. To commence in 2025.
Other leadership opportunities included leadership programs facilitated by Yellow Arrow with St Joseph’s College student leaders. In addition, we shared an afternoon workshop with Year 12 Captains from St Joseph’s and Mater Christi to respond to gender based violence. Other students led College tours and year level activities, gave presentations at assemblies, or were part of Year Level Student Councils.
2024 saw the implementation of the Peer Support program to underpin The Big Sister Little Sister Program. Students in Year 10 supported our Years 7s and 8s throughout the year by running various activities. As this was our first year of implementation, the program was reviewed at the end of 2024, with some changes made including reducing the number of leaders, who will work with Year 7 students in 2025.
As part of our vision to work in partnership with families, we continued building connections through our Term 1 Welcome Evenings. Parents and carers were provided the opportunity to meet their child’s Home Group Mentor, and they heard about learning and wellbeing at MCC. In addition, our range of guest presenters provided useful tips and insightful information for families. Michael Carr-Greg once again spoke with our Year 12s and their families about how to manage the challenges of the year ahead. Sonya Karras spoke to parents and Years 10 and 11 students about celebrating safely, and Susan McLean presented to families in Years 8 and 9 about cybersafety.
A highlight of the year was being part of a pilot program run by Dr. Judith Locke and Dr. Danielle Einstein on ‘Helping Your Child Manage Their Worry’. Judith and Danielle worked with students in Years 7 and 8 across 2 days, they presented to staff and also presented to families.
As part of the Pastoral Program, the Black Dog Future - Proofing Project continued with Year 11 students with the purpose of tracking mental health and wellbeing. Other specialist presentations were scheduled throughout the year, focusing on resilience, positive mental health, emotional intelligence, the dangers of vaping, bullying, positive relationships, study skills and Elephant Ed. We also had a Years 8-12 assembly period on cybersafety, with Thomas and Mick from ‘control your scroll’ outlining tips and strategies for students to reduce their online use.
Also as part of the Pastoral Program, iChooz sessions were conducted once per term, providing students with choice in their program. Staff ran various workshops and activities including crocheting, dodgeball, nature walk, mindfulness activities, dancing, card making, gardening and other wellbeing activities. The focus is to expand the offerings in 2025, with students being given the opportunity to run their own sessions under teacher supervision.
Enrichment activities enhanced student engagement and a sense of belonging in our community with a number of activities on offer. These included sporting teams, art activities, STEM and writing clubs. 2024 saw the return of our France Cultural Tour, which was an excellent opportunity for students involved and provided opportunity for improving French language skills. We ran our inaugural STEM Space Camp to the United States, which provided our keen STEM students with experiences at NASA amongst other things. Some Year 10 students also took up the opportunity to head to the red center on the Central Australia trip.
The Wellbeing Hub and the Health Care Centre continued to be a valuable resource for students in 2024. Students were able to meet with psychologists or use the breakout space to help regulate themselves before returning to classes. Our nurses continued to provide invaluable support to students throughout the year. In addition our psychologists and nurses worked with the Wellbeing Team to ensure students were well cared for.
We were delighted that in 2024, we were able to offer small group intervention programs run by our newest member of the psychologists’ team. On offer were Flourish, Thrive, Connect, Empower, Uplift and Engage. Students and parents were able to elect if they wanted to be part of the program. We look forward to more small group programs being offered in 2025.
In 2024, RULER lessons were implemented across Years 7-12. RULER is a Yale University Social-Emotional Learning Program. We expanded use of the RULER tools for all year levels including the Mood Metre check ins, and the Blueprint to assist students in reflecting and regulating behaviour.
A big part of our work in 2024, was writing the School Charter and the Wellbeing Code of Conduct. This involved all members of the College community, including feedback from staff, students and families. The Charter and Wellbeing Code of Conduct is based on RULER and School Wide Positive Behaviour Supports and is to be implemented at the start of the 2025 school year.
The new College Uniform Policy was implemented in 2024. Overall, the new uniform has been successful, with some tweaks needed as we head into 2025. Feedback from parents and students have been positive. Students have been warmer and have more flexibility in what they can wear.
Value Added
Managing Worry for Years 7 and 8
The pilot program conducted in Term 2 with Drs. Judith Locke and Danielle Einstein provided excellent information and useful strategies to help our Years 7 and 8 overcome and manage their worry.
Judith and Danielle provided sessions for all stakeholders.
• • •
A staff education session on dealing with student anxiety, on discouraging anxiety and better ways to deal with student fears and worries.
A parent education session on dealing with child emotions, better ways to discuss upcoming events and emotions, and better ways to deal with child fears and worries.
A student education session on becoming confident and capable, ways to deal with fears and worries, and contributors of poor wellbeing.
Some of the key take aways were:
How to help each other when we are nervous
How and when to show empathy for others
To become a fully functioning adult means you have to overcome age-appropriate hurdles
One of the key messages for our students from the presentation was that ‘a great life will always have hard things’ and Judith and Danielle spoke to students about how it is okay and normal to feel nervous at certain times in our lives.
Small Group Intervention
Group 1- Flourish- Delivered during Term 3 with final session in Term 4 week 2.
Flourish draws on positive psychology domains. The program is aimed at helping students to improve friendships, dealing with stress and how to set goals and stick to them. The program was adapted from the Black Dog Bite Back program which is a mental fitness challenge for young people.
24 students consented to attending. However only 8 attended regularly from year 7-9
Students were grouped in year level given the number of students, keeping group sizes small and the ability to use room A208.
There was a lack of room availability at the time of scheduling.
Group attendees reported the small size was less intimidating and felt that they could ask questions and be more vulnerable within the group.
Smaller groups allowed ability to unpack topics and for students to really engage with the contents of the material without peers distracting, not doing the task or ‘taking it seriously’.
Given the time of commencement during term and competing school activities, Flourish ran over a condensed 4 sessions:
Meaning and purpose
Gratitude
Connections
Mindfulness
A plan to flourish recapping all
Pre and post data was collected utilising the DERS-18 which measures emotional regulation difficulties. At the cessation of the group there was a decrease in reported emotional regulation difficulties. Statistical significance was not measured.
Student Satisfaction
Student surveys indicated that most of our students feel safe at school, with a low number of students being concerned about anti-social behaviour.
Student satisfaction and engagement is qualitatively demonstrated through:
•
Strong sense of belonging to school community
Positive school attendance data
High family attendance at Welcome Nights and Progress meetings
Strong student participation in co-curricular and extra-curricular activities
Regular use of the Learning Commons and Scholastica for after-school study when onsite
Support for, and high level of participation in, opportunities such as Student Leadership selection processes, Student Leadership Certificate, Outreach Ministry activities, Tinnies for Vinnies and Mater Day activities
Confidence to lead initiatives for fundraising, community service and raising broader school awareness of environmental and social justice concerns
Student Attendance
Electronic marking occurs at the commencement of Homegroup and every class. Teachers then report student attendance via the College network, enabling 'real time' roll marking. A Short Messaging Service (SMS) is then sent to parents/guardians when an unexplained absence occurs.
Leadership
Goals & Intended Outcomes
Build leadership capacity to further develop a distributed leadership model throughout the College.
Achievements
In 2024, significant progress was made in this domain, focusing on several key areas. Firstly, there was a concerted effort to consolidate the POL structure, ensuring the effective functioning of teams dedicated to supporting the College's core responsibilities, including the Teaching and Learning Exec, Wellbeing Exec, NCCD/Student Referral Team, Operations Team, and Future Students Team.
Secondly, we consolidated decentralizing decision-making processes, distributing responsibility across appropriate levels rather than centralising all decisions at the executive level.
Thirdly, support for senior leadership, particularly the integration of the Deputy Principals, was prioritised, with opportunities provided for them to act as principals during leave periods and ongoing coaching provided by Janine Stratford.
Fourthly, Aimee Maxwell provided ongoing formation and support for leaders working in highstress areas such as student wellbeing.
Lastly, commenced the appraisal model, starting with the Principal in March, followed by the two Deputy Principals in August and September. Middle leaders appraisals will commence in 2025.
Expenditure And Teacher Participation in Professional Learning
List Professional Learning undertaken in 2024
2024 VCAA Written Assessor Training Day
2024 Good Samaritan Education Mission Leaders Conference
A Whole School Approach to Careers & Pathways
Accessit Roadshow
ACHPER Victorian Annual Conference 2024
Anaphylaxis E-Training
Art Education Vic Exam Revision
Expenditure And Teacher Participation in Professional Learning
Asthma First Aid
ATOM - Units 2 and 4 Media
Australian Catholic University Advisory Conference
Australian Teachers of Media New Study Design
Beginner's Masterclass - Get started with Robotics
Behaviour Management for Beginning Teachers - Secondary
Berry Street Education Model Training
Brain Breaks: Strategies to Boost Student Engagement, Focus and Learning!
Creating an inclusive framework for high ability and gifted learners
Deakin University Career Practitioners Seminar
Debator's Association Training
Design 2 Innovate
DIBELS 8th Edition Part 1 - Admin & Scoring Training Course
Digital Innovation and Educational Futures
Eastern Region Secondary Faith and Mission Leaders' Network Meetings
Education Series - Anxiety
Educators tour of Queen Victoria Market and Immigration Museum
EDUTECH - Conference / Exhibition
Energise - New study design - PE and HHD
Exploring a Culture of Thinking Seminar
First Aid - CPR Course
Focus on Vocational in Secondary Education
From Theory to Practice
Good Samaritan Benedictine Pilgrimage through Italy and England
Good Samaritan Education Mission Leaders Conference
GSE Leading Immersion Sessions
GSE Milestones Retreat
GSE Oil and Wine Staff Retreat
GSE Sydney Pilgrimage
How to Prepare Students for the new VCE English Exam
How to Teach Jane Eyre
IB School Leaders Meetup 2024
Expenditure And Teacher Participation in Professional Learning
IEUVICTAS Rep Training Day
IFLA Information Futures Summit
Indigeneous Perspectives within Food Technology and Textiles
Industry Connect Webinar
Inspire Innovation Apple Program
International Coffee Expo VET
Introduction to Scripture
Knox Careers Group AGM
Language Teaching with AI - Enhancing listening, speaking, reading and writing
Learning for Sustainability Conference 2024
MACS Crucial Conversations
Mandatory Reporting and Other Obligations
Marian Lecture 2024 - Amy-Jill Levine
Melbourne Rudolf Steiner Seminar
Morrisby Refresher for Practitioners
National Teacher Certification - Assessor Training Program
Navigating the Road to the English Exam
Online Catholic Pedagogy in Religious Education
Overview of Unit 3 Biology
Overview of VCE Unit 4 Product Design and Technology
PHYSCON 2024
Preparing for the VCE French Written and Oral examinations
Proposed VCE English Study Design
Respectful Relationships and Sexual Health Curriculum planning
Santa Maria Staff Retreat Day
School Can't - School Refusal - Avoidance
Science Domain Professional Learning Day
Science Online Workshop
Secondary Mathematics Network
Secondary Religious Education Leaders' Network - All Regions
Sharing Practice Secondary Tiers 2 & 3 Processes and Practices
SIMON User Conference
Small Business
Staff Meeting - Uniform policy and Ruler Program
Stile 101: Getting Started
Success with Systems Engineering Masterclass
Teacher Excellence Program
Teaching Analysis of Argument for AV and Written Texts for the new VCE English SD
Teaching for Impact in Mathematics (TIMS)
The best strategies for teaching Year 9 & 10 English for the new Victorian Curriculum
The Future of Food
Expenditure And Teacher Participation in Professional Learning
Three Expressions of Prayer: Christ on the Mount of Olives
Toddle - Supporting and sustaining wellbeing
Trauma-Informed Education Workshops - Staying connected to complex students
Trauma-Informed Education Workshops - Understanding and supporting students with sensory needs
Truth Telling Workshop
Understanding & supporting students with sensory needs
University of Melbourne Careers Day
Unlock the Power of Metacognition in Scientific Inquiry
Unpacking the 2025 Accounting Study Design
VASS Reading and Interpreting Information
VATE Leadership Conference - English
VATE State Conference
VCAA Assessor Training for Biology Exam
VCAA Mandatory Exam Preparation Session
VCAA Physics Exam Assessor
VCAA Special Examination Arrangements
VCD Conference
VCE Conference Series STAV
VCE HHD New Study Design 2025 Webinar
VCE Product Design and Technology Unit 2 Face to Face Teacher Workshop
VET Chinese Delivery and Assessment Review Meeting
VET Hospitality Conference
VET Hospitality Moderation session
VET Practitioners Day
VET Statewide Webinar
Vic Curriculum English 2.0 Update
Vic SRC Congress 2024
VSNA Biannual School Nurses Conference
VTAC 2024 Application Process
Water Marbling with Fabric and other Materials
Water Marbling with In Aetheria
Workshop: Supporting Teachers’ delivery of the new VCE Accounting Study Design
Young Mental Health First Aid Refresher Course
Yr 8 Science Teachers for Moderation for Research Task
YRTS Sports Science Biology Robotics Media
Number of teachers who participated in PL in 2024
Teacher Satisfaction
Teacher satisfaction is monitored through consultative processes, both formally and informally. In addition, there were three senior leadership appraisals in 2024 in which teaching and support staff were asked to share their views about the direction of the college. The principal and deputies conducted Annual Review Meetings with all staff in 2024, which provided opportunities for one-to-one feedback.
Community Engagement
Goals & Intended Outcomes
To build a sense of community among students, staff, parents/carers and other stakeholders.
Achievements
Parents and students engaged in Year-level Welcome and Information sessions at the beginning of the academic year. Progress meetings saw consistently high attendance, with parents appreciating the convenience of online appointment booking. Communication between parents, school leaders, and teachers remained open and frequent.
To deepen our connection with parents, we've maintained feedback channels to gather their input and engage them in decision-making. The continued development of the Friends of Mater Association (FOMA) has played a crucial role in strengthening bonds with the broader community, highlighted by our successful second annual fundraising event in November, which raised funds for the local CFA and our first Twilight Christmas Market which was incredibly well attended and will become an annual event. Moreover, we are cultivating relationships and offering assistance to local Catholic Primary School principals to ensure collaborative efforts in meeting our students' needs.
We successfully organised College Tours and Taster Days to highlight the advantages of an all-girls Catholic Education, drawing significant attendance and wide-reaching impact. Additionally, our ongoing partnership with St Joseph’s College in Ferntree Gully has been fruitful, as demonstrated by the joint production of "Chicago," which garnered praise and attracted large audiences. The bonds formed during months of rehearsal were a memorable experience for many students, culminating in four days of successful performances.
Furthermore, the College remains an active member of the Mullum Schools Cluster, facilitating student access to various vocational education programs. Collaboration with Yarra Ranges Technical School has provided enriching opportunities in STEM education for both students and teachers.
We have maintained supportive relationships with local authorities, including Victoria Police, Country Fire Authority, and Metro Trains. Our connections with key entities such as Yarra Ranges Technical School, Yarra Ranges Council, Puffing Billy, Belgrave Traders, and Burrinja Community Arts Centre remain strong, contributing to our community engagement efforts.
Continuing our commitment to community development, we are dedicated to expanding our network throughout the Hills community.
Opportunities for community engagement occurred through numerous events; celebrating achievements, gathering information, demonstrating new skills, exploring futures, or participating in activities such as:
Year 7 Welcome morning College Masses
International Women's Day Breakfast
Sports Awards
Award Presentation Assemblies' DISCOVER Information Evening
National Schools Champion in Cheer
Outreach program for Homeless
Youth Ministry in local catholic primary schools
MYP Information events
Tertiary and Subject Expo
Valedictory Dinner
Parent Satisfaction
Various approaches were employed throughout 2024 to assess parent and stakeholder satisfaction. Additionally, we have maintained quarterly surveys to parents to promptly address any emerging community concerns. Furthermore, each email concludes with a "contact us" feedback form.
In our Year 7 parent survey, we attained an average satisfaction rating of 9.2 out of 10 for parents' experiences at Mater Christi College. Additionally, the average rating for the smoothness of transition from Year 6 to Year 7 was 4.8 out of 5. Further avenues for feedback are available through the Friends of Mater Association, convening monthly during term time.
Financial Performance
The school’s financial performance information and a report of the financial activities of the school's boarding premises (if applicable) have been provided to the Australian Charities and Not-for-profits Commission (ACNC) and will be available for the community to access from their website at www.acnc.gov.au.
For more detailed information regarding our school please visit our website at www.materchristi.edu.au
