Mount Carmel Catholic College Varroville eNewsletter

Learning and Teaching at the College

2021 HSC RESULTS
The College is very proud of the 2021 HSC results and the achievements of the students in this cohort.

74 Band 6s or E4 (mark between 90-100)
220 Band 5s (mark between 80-89)
One ‘All Rounder’ - Band 6 in every course - Ritika Dosanjh
37 students received one or more Band 6
75% of students were in the top three bands (Band 4-6) within their subjects
16 students achieved an ATAR 90+

The College will acknowledge the 16 students that have achieved an ATAR over 90 at the High Achievers Academic Assembly on 17 February.

The College congratulates the following 2021 HSC students for achieving a Band 6 Result in one of more of their courses:

Maureen Abdelnour	Studies of Religion II
Laura Alivio	Mathematics Standard 2
Maria Louise Baccay	English Advanced, Mathematics Standard 2
Kristy Buckley	Visual Arts
Nikita Bulgak	Community and Family Studies, Mathematics Advanced
Paris Davies	Community and Family Studies, Society and Culture, Studies of Religion I
Owen Dixon	Mathematics Standard 1 Examination
Ritika Dosanjh	Business Studies, English Standard, Legal Studies, Mathematics Standard 2, Personal Development, Health and Physical Education, Studies of Religion I
Joshua Drumond	Community and Family Studies, English Standard, Society and Culture, Studies of Religion I, Hospitality Examination (Food and Beverage)
Rebecca Esaid	Food Technology
Weesayo Fajardo	English Advanced, Mathematics Extension 1, Mathematics Advanced, Studies of Religion I
Samuel Fakhouri	Visual Arts
Sunshine Ferreiro-Deluca	Studies of Religion II
Kayla Garcia	Visual Arts
Stephanie Hibbert	Studies of Religion I
Zoya Huang	Visual Arts
Phillip Krikellis	Mathematics Standard 2
Anna Lima Bartosek	English Advanced, Mathematics Standard 2, Society and Culture
Abby Luyten	Mathematics Standard 2, Studies of Religion II, Visual Arts
Charmaine Marquinez	English Advanced, Mathematics Extension 1, Mathematics Advanced, Personal Development, Health and Physical Education, Studies of Religion I
Tamia Martinez	Visual Arts
Jamie Pandopoulos	Business Studies, Economics (studied at SDEHS), Legal Studies, Mathematics Advanced, Studies of Religion I
Kate Puckeridge	Community and Family Studies, Studies of Religion II
Brayden Quinn	Mathematics Standard 2
Nathan Quizon	Mathematics Standard 2
Brandon Rayan	Mathematics Advanced
Elisha Sailago	Mathematics Advanced, Spanish Beginners
Dilnaz Saini	Community and Family Studies, English Standard, Studies of Religion II
Maria Samaha	Business Studies, English Standard, Studies of Religion II
Shanaya Sarkari	Food Technology
Sonali Singh	Studies of Religion II
Noah Stuart	English Advanced
Alisa Thephavong	English Advanced, Studies of Religion I
Alexis Tyrrell	Society and Culture
Zoe Wahhab	Studies of Religion II
Jasmin Williams	Community and Family Studies, Mathematics Standard 2
Amabelle Woolley	Business Studies, Mathematics Standard 2, Studies of Religion I

CLASS GROUPINGS 2022 - Year 7 - 10

FLEXIBLE ABILITY GROUPING
In 2022 we have continued to implement an organisational process where we CLUSTER groups of students in ability groups. This is a broader concept than streaming because students are placed into groups by considering a number of measures of their academic performance and progress. The groups are flexible because we constantly monitor student progress and will move the learning environment appropriately. Realistically in our educational setting, this will occur at two points in a year.

We create homogenous groups of students grouped together based on identified learning needs. In these groups like-learners have the opportunity to learn together in an appropriate learning environment. Students are placed into an environment that will best support their learning needs so that they can achieve their full potential.

This grouping practice also allows teachers to explicitly focus on addressing learning needs.

A focus on PEDAGOGICAL DESIGN will allow teachers to adjust the learning environment, teaching instruction and content organisation. Each of these explicit approaches should enable students to achieve in the full range of achievement in the Common Grade Scale.

TEACHERS ORGANISATION OF LEARNING - Differentiation
In any one year all students follow the same program of work, studying essential content and working towards the achievement of syllabus outcomes.

Teachers of classes will vary (differentiate) the learning activities to support students in learning content, and these activities will support the different learning needs of the Core, Structured and Extended learning groups. This will mean that periodically classes will engage in different activities in order to learn the same content.

PROCESS of GROUPING STUDENTS

After enrolment and placement testing the Leaders of Learning - Curriculum and KLA Coordinators review diagnostic test data for individual students. This data provides information about the ways students learn and a snapshot of their learning achievement to date.
Students are placed into a learning environment that will best support the identified student learning needs so that they achieve their potential. This is reviewed at two (2) points during the year.
They will be clustered into three learning groups:

STUDENTS REQUIRING EXTENSION OR CHALLENGE in their LEARNING

CORE LEARNING

STUDENTS REQUIRING STRUCTURE in their LEARNING

Students working at or beyond the stage who suit a faster pace or complexity in learning. Included in this group would be the majority of students identified as gifted and/or highly capable learners.

Explicit teaching is focused on pre-assessment and subsequent curriculum compacting to allow extension and enrichment activities to occur, engaging with higher order thinking processes.

Students working successfully within the stage who require a steady pace of learning and some explicit metacognitive planning for complexity in learning.

This group has a stronger focus on the explicit teaching of language and communication skills.

Students working within or below the stage who require a slower paced and more explicit teaching model. The aim would be a structured approach to move towards complexity with more modeling and scaffolding.

This group would include the majority of students identified as having learning deficits. (Support from Diverse Learning Team)

2022 CLASS GROUPING INFORMATION
Typically, the following conventions exist:

	Year 7	Year 8	Year 9	Year 10
Extended	E	E	E	E
Core	D, J, O, R, S, T	D, J, O, R, S, T	D, J, O, R, S, T	D, J, O, R, S, T
Structured	P	P	P	P

However, there are some exceptions:

YEAR 10: CAT (Catholic Studies) - informed by grouping with Electives, classes not identified by Extension, Core, Structured conventions (Coded as D, E, J, O, P, R, S, T)

YEAR 9: CAT (Catholic Studies) - informed by grouping with Electives, classes not identified by Extension, Core, Structured conventions (Coded as D, E, J, O, P, R, S, T)

YEAR 8 : HSIE/TEC/VAR - Practical class size, max 24 students, classes not identified by Extension, Core, Structured conventions (Coded as D, E, J, O, Q, P, R, S, T)

YEAR 7 : CAT/TEC/PDH - Practical class size, max 24 students, classes not identified by Extension, Core, Structured conventions (Coded as D, E, J, O, Q, P, R, S, T)

MATHEMATICS: Due to the Pathway structure of Stage 5 Mathematics, the following groupings exist for Year 9 and 10:

Mathematics	Year 9	Year 10
Extended (5.3 Pathway)	D,E,J	D,E
Core (5.2 Pathway)	O,R,S,T	J, O, R, S, T
Structured (5.1 Pathway)	P	P

In Year 8, due to the half block nature of the timetable, the following groupings are implemented:

Mathematics	Year 8
Extended	E, R
Core	D,J,S,T
Structured	O,P

For Year 7 Mathematics, some preliminary data has been used to organise classes, however, all classes are considered Core, until they are reviewed during Semester 1.

Ms Chardy Miller
Leader of Learning - Curriculum Pedagogy