Enable every young person to be a successful, engaged and purposeful learner.
Plan and provide safe, contemporary and effective learning environments.
Attract, develop and retain the very best teachers and staff.
Read more about the Learning and Teaching Strategic Direction.
Schools in the Archdiocese of Melbourne make up 67% of all Victorian Catholic schools and 74% of all students attending Catholic schools in Victoria. The following information represents the achievement of all students in Victorian Catholic schools – Archdiocesan school figures would not differ significantly.
National Assessment Program – Literacy and Numeracy (NAPLAN) Results
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an Australia-wide testing program of literacy and numeracy for students in Years 3, 5, 7 and 9. NAPLAN provides data for calculating the proportions of students achieving results at or above the national minimum standard in each of five domains (Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy). In 2012, over 97% of Melbourne Catholic school students achieved results at or above the minimum standard in Numeracy. In Reading, Writing, Spelling, and Grammar and Punctuation, the proportions were all above 96%.
VCE Satisfactory Completion Rates. In 2012, 36 Catholic schools in the Archdiocese (59.0%) had all of their eligible students satisfactorily complete the VCE. A total of 57 schools (96.7%) had completion rates of at least 99 per cent. There were only two Melbourne schools with completion rates of less than 98%.
VCE Median Study Scores. A total of 44 Melbourne Catholic schools (72.1%) were in the middle range of median study scores (i.e. 28–32), while 14 schools (23.0%) were clearly above average with medians of 33 or above).
Figure 1 below shows that these percentages compared favourably with state averages.
Figure 1: VCE Median scores (%) Melbourne Catholic schools and all Victorian schools, 2012
VCE Study Scores of 40 or above. A study score of 40 or above represents exceptional performance (among the top 8% in the state). In 2012, a total of 22 Melbourne schools (36.7%) had more than 10 per cent of the students' study scores at 40+.
Kathy GreenReligious Education Coordinator and Learning & Teaching LeaderSt Francis Xavier School, Montmorency
The teachers at St Francis Xavier School strive for a whole-school approach with their teaching. Long gone are the days when particular subjects are taught as separate units of work. They are structured in such way that there is a learning connection across the curriculum.The school adopts an inclusive approach, with the aim of making education a rich learning experience for all the children. We help the students to find a connection with their lives, which will take them beyond their primary and secondary years and create lifelong learners. We would describe it as a ‘big picture’ school experience, based on our Catholic faith and identity.The children are expressive, articulate and proud of what they are achieving and, just as importantly, are happy to talk about it. The students are very aware of their strengths and the challenges they face, like students at any school.The children do wonderful things in a range of subjects from the arts, literacy and maths. This was evidenced several years ago when a group of Year 5 and 6 students, who perhaps hadn’t had much success, made a film about a bored student at school. The boy entered a cupboard and travelled through a portal into many other worlds, including the age of the dinosaurs.The project was awarded second prize in a national short film competition. The boys confidently talked to adults at several seminars and teacher network meetings about the project and their success. Their sense of pride and achievement when they talked to the different groups was fantastic.
VET and VCAL
Participation. There continues to be evidence of strong student participation in Vocational Education and Training (VET) and the Victorian Certificate of Applied Learning (VCAL) in recent years. Between 2002 and 2012, the average number of VET certificates offered in Melbourne Catholic schools nearly tripled – from 6.7 to 21.6 and the average number of VET enrolments per school rose from 65.1 to 103.2. Over the same period, the number of schools offering the VCAL also increased nearly three-fold – from 17 to 51. The average number of Melbourne Catholic school students enrolled in the VCAL rose from 29.8 in 2011 to 30.8 in 2012.
Achievement. In 2012, thirty-eight Melbourne schools (62.3%) had their student’s complete VET units of competency at rates better than 90% and forty-two (84%) Melbourne schools offering the VCAL had completion rates better than 90%. Of the students enrolled in the VCAL in 2012, 90.2% of Melbourne Catholic school students satisfactorily completed the Certificate. Sixteen Catholic schools (30.8% of those offering the VCAL) had all students complete 100% of their VCAL units.
Student Destinations Post Year 12, 2011
As indicated in Table 1 below, over half (56.9%) of 2011, Year 12 leavers from Catholic schools who completed the On Track survey, entered university. This was higher than the average for Catholic schools for the previous five cohorts (52.4%), and clearly exceeded the percentage across the state in 2011 (52.0%). The incidence of Catholic school leavers enrolling in a TAFE/VET course (15.8%) was less than the state figure, and continued a trend of TAFE/VET enrolments from Catholic schools decreasing since 2006. Similarly, the take-up of apprenticeships or traineeships (7.7%) decreased slightly, but is at a similar level with the figure for all schools.
The Catholic figures were lower than those of all schools in the labour market destination categories, specifically in terms of employed (7.7% compared to 9.8%) and looking for work (1.6% compared to 3.0%). The percentage of students who deferred from study (9.9%) was slightly lower than the state figure.
a. Figures exclude students who deferred. b. Not in labour force, education or training. (Before 2010, these percentages were included in the category of ‘looking for work’). c. Destinations may not add to 100 due to rounding.Source: On Track Survey Data 2012.
Return to top
Login to CEVN