Learning
We seek to equip each young man with the context they need to comprehend the world they live in and help them build the necessary critical and creative thinking to better understand and positively contribute to society.
OUR LEARNING FRAMEWORK
MARCELLIN COLLEGE CELEBRATES FAITH, LIFE AND CULTURE:
- We believe that we foster an inclusive, relational and hope-filled learning environment that has the mission of the Catholic Church and Marist characteristics at its centre.
- We value the inherent gifts, contributions and uniqueness of each young man in our community as we make Jesus Christ known and loved.
- We empower each young man to follow in the footsteps of Saint Marcellin Champagnat in becoming a good Christian and an optimistic global citizen through opportunities to encounter self, place, God and the other.
OUR LEARNING FRAMEWORK
MARCELLIN COLLEGE CELEBRATES POSITIVE RELATIONSHIPS AND BELONGING:
- We believe that wellbeing encompasses all dimensions of life within a Catholic community.
- We focus on teaching the whole person and attribute our success to a holistic focus on ministry, wellbeing and academics.
- We believe that a comprehensive support network is behind each young man along every step of his learning journey.
- We enable the development of social and emotional skills necessary for all young men in our community to grow, connect, succeed and thrive in a changing world.
- We remain committed to fostering a culture of learning that explores the factors that motivate young men to achieve autonomy, competence and relatedness.
OUR LEARNING FRAMEWORK
MARCELLIN COLLEGE CELEBRATES DIVERSITY, IDENTITY AND ENTERPRISE:
- We encourage our young men to foster their independence by using a contemporary vertical learning structure by accessing a curriculum expressed as learning progressions independent of year or age.
- We believe that all young men are unique, with each requiring access to an education program that is designed to respond to their personal learning needs.
- We believe in a learning program that promotes self-efficacy and allows students to show developed mastery via assessment for knowledge expansion and skill acquisition.
- We think beyond our front gates and offer opportunities for young men to participate in global exchange programs, in context curricular and co-curricular programs, online learning programs, work-based learning, diverse sport and arts programs.
- We leverage new digital technologies to enhance learning programs, encourage collaboration and create self-directed and self-paced learning opportunities for the acquisition of key cognition, creativity, critical thinking and enterprise skills.
OUR LEARNING FRAMEWORK
MARCELLIN COLLEGE CELEBRATES PARTNERSHIPS:
- We believe in building a learning community that fosters partnerships with parents, primary schools, parishes, Old Collegians, Universities, TAFE’s, businesses and the wider community in support of student growth and life beyond Marcellin College.
- We believe to enrich learning and support the personal growth of each young man we need to strengthen community engagement via school-industry collaboration, mentoring, student leadership and voice, volunteering and social outreach.
- We remain committed to fostering a culture of sustainability, stewardship of the environment and responsible fiscal and resource management.
- We remain committed to creating dynamic, flexible and meaningful learning spaces, places and resources that enhance, inform and inspire learning and teaching opportunities across and beyond the campus.
OUR LEARNING FRAMEWORK
MARCELLIN COLLEGE CELEBRATES HIGH-QUALITY TEACHING:
- We believe all teachers play a role in supporting the learning growth of all students in our care as course teachers and learning mentors.
- We believe in creating the conditions and culture to enable a continuously improving profession through the provision of high-quality professional learning for all staff.
- We are committed to supporting the growth of our staff as lifelong learners appropriate to their career stage.
- We demand high performance and continuous school improvement through effective leadership that is informed by innovative research and practice.
CHARLES FADEL FOUNDER OF THE CENTRE FOR CURRICULUM REDESIGN, AND SCHOLAR AT THE HARVARD GRADUATE SCHOOL OF EDUCATION | 2017
“There is general acknowledgement around the world that to equip young people for success we need to shift from a knowledge-only based education towards incorporating skills such as creative problem solving, collaboration and character skills such as resilience, agility, compassion and respect. These elements are central to the new success.”
Learning Diversity
OUR LEARNING FRAMEWORK
The College is committed to catering for individual learning differences and needs. The Individual Needs Department aims to support students across a broad spectrum of ability – from those requiring academic challenge to those requiring academic support. A range of qualified Special Education teachers and integration aides support our students in this arena.
Individual Needs team’s goal is to work collaboratively with teaching staff, parents and specialist staff to provide a learning setting that acknowledges and supports individual needs through focused and targeted teaching. This includes LNSLN funded students, non LNSLN funded students who have difficulty accessing the mainstream curriculum and students who have been identified as gifted and talented.
When necessary, the Individual Needs team may refer to a broad range of outside educational and health professionals to assist with diagnosis and provision of intervention programs eg. Marist Education Services, Catholic Education Office, curriculum advisers, speech therapists, visiting teachers and educational psychologists.
NCCD Update
Schools must now complete the Nationally Consistent Collection of Data on School Students with Disability (NCCD) every year. It counts the number of students who receive additional adjustments or ‘help’ at school because of a disability. The NCCD helps governments plan for the needs of students with disability. For more information, please click here.
