Prospectus

MARCELLIN COLLEGE

PROSPECTUS



Marcellin College is a Catholic Marist boys’
school that is the centre of a community of
faith, learning and life. In partnership with
families, we nurture our students as they
grow from boys to fine young men.

We bring the Marist charism to all members
of our community through the teachings
of the Gospel and Saint Marcellin
Champagnat. We are a community where
Jesus is known and loved, where each boy
belongs and the dignity of all is respected.

We empower the boys in our care to
embrace all opportunities spiritually,
academically, physically, culturally and
socially with a determination to strive for the
highest with virtue and courage.



contents

4 The Marcellin Difference
5 Our Learning Framework
12 Breadth Stage
16 Depth Stage
19 Pathways Stage
23 The Importance Of Knowing Each Young Man
26 What Does This Mean For Your Son?
27 Beyond The Classroom
32 Student Leadership
33 Learning Environments
35 Enrolment Information

Education of young people requires
diligence and commitment, patience and
kindness. We value individual difference
and creativity and promote self-worth,
encouraging students to reach their
highest potential.
Spirituality will develop where there is
understanding of the depth of love held
for each of us by Jesus and Mary. We
seek to provide an opportunity for each
person to explore their faith in depth,
building on the shared faith of parents
and of the faith community.
Community binds us together in God’s
love, reminding us of our shared dignity
so that we support, promote and foster
mutual respect for all who belong to the
Marcellin family.
Social Justice compels us to work
especially for those in need within
the human family, offering them the
opportunity to develop their gifts so that
we may grow together in faith and as
compassionate human beings.

1

TheMarceTllhienMDiafrfecreelnlicneD|ifPfoerleanrcise

By wisdom a house is built,
and by understanding it is
established; by knowledge
the rooms are filled with all
precious and pleasant riches.

Proverbs 24:3-4

2

John Rodda | 4x1st class honours Matriculation 1957

3

TheMarcellinDifference

The Marcellin Difference

Marcellin College is an inclusive We recognise that our world is changing The Marcellin Difference is about
faith learning community faster than ever before, and our children future proofing. Exploring the learning
where encounter with self, will live vastly different lives than the of tomorrow is an act of stewardship to
place, God, and the other, ones we know today. For our children our future communities and to the young
creates opportunities for to thrive and flourish in this new era, we people who will live in them. We can’t
every young man to unlock his urgently need to change education and entirely predict what the world of the future
inherent possibility. Our focus schooling. will look like. As a result, we equip our
is developing young men who young men to be as prepared as possible
can one day take their place in The Marcellin Difference recognises and for any version of what lies ahead. Within
society as active contributors, develops the young men in our care as a safe and nurturing learning environment,
empowering them to be agents truly whole human beings. We aspire all young men are supported to develop
of social change and human to cultivate a balance of foundational their independence, self-awareness,
advancement. literacies, character attributes and key character and the academic competence
capability skills to navigate the world as that they will need to meet the challenges
A leader in boys’ education since 1950, compassionate Christians and ethical of our constantly evolving world. We
our College has built an outstanding global citizens. hope for each young man to become
reputation for excellence in learning, courageous and entrepreneurial thinkers
life, and faith, enabling students to We seek to equip each young man with capable of inventiveness, adaptability and
develop with character, confidence the context they need to comprehend the social and emotional resilience. Ultimately
and competence. State-of-the-art world they live in and help them build the our young men are called to explore
facilities and extensive Christian service, necessary critical and creative thinking new ways of thinking, preparing them to
academic, sport and arts curricular to better understand and positively navigate the unknowns of tomorrow.
and co-curricular programs inspire contribute to society. We aspire to foster
each young man to simply be more a robust and inquisitive mind, allowing The future world is full of great possibility –
and achieve their personal best in the each young man to emerge, grow and we invite you to join us on this remarkable
classroom and beyond. thrive. journey..

4

Our Learning Framework

Marcellin College celebrates Marcellin College celebrates Marcellin College Marcellin College
faith, life and culture: positive relationships and celebrates diversity, celebrates partnerships:
belonging: identity and enterprise:

We believe that we foster an inclusive, We believe that wellbeing encompasses We encourage our young men to We believe in building a learning
relational and hope-filled learning all dimensions of life within a Catholic foster their independence by using a community that fosters partnerships
environment that has the mission community. contemporary vertical learning structure with parents, primary schools, parishes,
of the Catholic Church and Marist by accessing a curriculum expressed as Old Collegians, Universities, TAFE’s,
characteristics at its centre. We focus on teaching the whole learning progressions independent of businesses and the wider community
person and attribute our success to a year or age. in support of student growth and life
We value the inherent gifts, contributions holistic focus on ministry, wellbeing and beyond Marcellin College.
and uniqueness of each young man in academics. We believe that all young men are
our community as we make Jesus Christ unique, with each requiring access to an We believe to enrich learning and
known and loved. We believe that a comprehensive education program that is designed to support the personal growth of each
support network is behind each young respond to their personal learning needs. young man we need to strengthen
We empower each young man to man along every step of his learning community engagement via school-
follow in the footsteps of Saint Marcellin journey. We believe in a learning program industry collaboration, mentoring, student
Champagnat in becoming a good that promotes self-efficacy and allows leadership and voice, volunteering and
Christian and an optimistic global citizen We enable the development of social students to show developed mastery via social outreach.
through opportunities to encounter self, and emotional skills necessary for assessment for knowledge expansion
place, God and the other. all young men in our community to and skill acquisition. We remain committed to fostering a
grow, connect, succeed and thrive in a culture of sustainability, stewardship of
changing world. We think beyond our front gates and offer the environment and responsible fiscal
opportunities for young men to participate and resource management.
We remain committed to fostering a in global exchange programs, in context
culture of learning that explores the curricular and co-curricular programs, We remain committed to creating
factors that motivate young men to online learning programs, work-based dynamic, flexible and meaningful learning
achieve autonomy, competence and learning, diverse sport and arts programs. spaces, places and resources that
relatedness. enhance, inform and inspire learning and
We leverage new digital technologies to teaching opportunities across and beyond
enhance learning programs, encourage the campus.
collaboration and create self-directed
and self-paced learning opportunities for
the acquisition of key cognition, creativity,
critical thinking and enterprise skills.

5

TheMarcellinDifference

figure 2 | Skills for Life-Long Learning3

NAL LITERACIES CAPABILITY S

What students know,
understand and apply
to everyday tasks
Marcellin College FOUNDATIO
celebrates high-quality
teaching: Marist
■ Literacy KILLSHow students apply their
We believe all teachers play a role in ■ NumeracyCH knowledge, skills and attributes to
supporting the learning growth of all ■ Science Thinking complex challenges
students in our care as course teachers ■ Digital Literacy
and learning mentors. ■ Financial Literacy ■ Creativity
■ Enterprise Thinking ■ Collaboration
We believe in creating the conditions ■ Communication & Presentation
and culture to enable a continuously Student ■ Critical Thinking & Problem Solving
improving profession through the
provision of high-quality professional Catholic Boys
learning for all staff.
How students approach
We are committed to supporting the and engage with their
growth of our staff as lifelong learners changing environment
appropriate to their career stage.
■ Initiative TES
We demand high performance and ■ Persistence & Grit
continuous school improvement through ■ Curiosity & Adaptability
effective leadership that is informed by ■ Leadership & Advocacy
innovative research and practice. ■ Physical & Mental Wellness
■ Social & Cultural Awareness
“There is general acknowledgement ■ Ethics
around the world that to equip young
people for success we need to shift from a ARACTER ATTRIBU
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.”

Charles Fadel 3Skills for life-long learning is an adaptation inspired from the Centre for Curriculum Redesign.
Note: At the end of this publication you will find a comprehensive list of guiding documents that have informed our learning framework
Founder of the Centre for Curriculum Redesign, and scholar at the
Harvard Graduate School of Education | 2017

6

“To bring up children properly,
we must love them and love
them all equally”

Saint Marcellin Champagnat

7

TheMarcellinDifference

8

Three key stages of our Learning Program are:

9
BREADTH

STAGE

(Year 7 & 8)

DEPTH

STAGE

(Year 9 & 10)

PATHWAYS

STAGE

(Year 11 & 12)

TheMarcellinDifference

“The future needs to be integrated.
That means emphasising integration
of subjects, integration of students
and integration of learning contexts;
and it needs to be connected – that
means connected with real-world
contexts, and also permeable to the
rich resources in the community.”

Andreas Schleicher

Director for Education and Skills at the OECD | 2018

10

1115

BREADTH TheMarcellinDifference

STAGE “Marcellin was a most
positive journey that
(Year 7 & 8) shaped me into the man I
am today while supporting
The Breadth Stage Years 7 and 8 Year 7 students study interdisciplinary me through my pathway
promotes a contemporary approach courses Futures Thinking and into life beyond school.”
to learning, that draws on the Victorian Sustainability and Year 8 students Lachlan Rush
Curriculum learning areas as well Financial Literacy and Enterprise plus 2016 College Vice-Captain
as an interdisciplinary learning Character and Citizenship. These
approach, combining faith, learning build upon each young men’s natural Carpentry Apprentice (3rd Year)
and wellbeing. curiosity and foster an enterprising
and growth mindset. _________________________
At the Breadth Stage, students study a “The Breadth Stage will
range of subjects including Religious Project-based learning is a foster the collaborative,
Education, Mathematics, English and fundamental element of the cognitive and enterprise
Science and Humanities. Each student interdisciplinary program and skills of our young men,
also experiences two Languages in provides the opportunity to develop to realise their capacity
year 7 and a Performing and Visual collaboration and problem solving to make an impact in the
Arts program, as well as Digital and skills. Real world challenges offer world”
Design Technology and Health and students the opportunity to become Elizabeth Sullivan
Physical Education. confident capable agents of change. Head of Learning (7-9)

12

BREADTH STAGE

Two-Year Program

courses

Religious Education Inter-diciplanary
English
Mathematics Character & Citizenship
Science
Humanities Religious Education | Civics & Citizenship | Ethical Capability Intercultural
Languages or Learning Assistance Program Capability | Student Leadership
Health and Physical Education
Music Financial Literacy & Enterprise
Art
Drama Mathematics | Economics & Business
Digital Technology
Design Technology Futures Thinking

Science | Technologies | Engineering | Mathematics | Critical & Creative
Thinking

Sustainability

Religious Education | Geography | Science | Outdoor Education

Subject to change

13

TheMarcellinDifference

Character & Citizenship Financial Literacy & Enterprise Futures Thinking Sustainability

Our Character & Citizenship As our population ages, the ability Futures Thinking is designed to Education for sustainability
program fosters personal, for our growing young men to explore how our society and develops the knowledge,
social and emotional learning participate in, contribute to, and environment may be shaped in skills, values and world views
capabilities which can be shape our economy will be crucial the future. Critical and creative necessary for people to act in
categorised across four in delivering quality of life for all. thinking drives the learning ways that contribute to more
interrelated domains: The development of sound financial undertaken in our Futures sustainable patterns of living.
literacy and enterprise skills is Thinking program. Critical Our Sustainability program is
■ Acquire self-awareness and central to helping young people and creative thinking involves futures-oriented, focusing on
apply self-management skills to thrive. students thinking broadly and protecting environments and
achieve personal well-being, deeply using skills, behaviours creating a more ecologically
resilience, perseverance, grit Within Mathematics, the number and dispositions such as and socially just world through
and effectiveness and algebra content strand includes reason, logic, resourcefulness, informed action.
money and financial mathematics imagination and innovation as
■ Acquire social awareness and as a sub-strand. In other areas young men discern and shape This integrated study of
apply interpersonal skills to of the Mathematics curriculum, new perceptions of the future. Geography, Science
build and maintain positive students learn to accurately make and Outdoor Education
relationships based on mutual computations and check results; This integrated course allows students to explore
respect interpret numerical, graphical and demonstrates deep learning contemporary issues of
other information; and construct experiences and mastery of sustainability and develop
■ Act ethically with integrity and and use financial models to help specific knowledge and skills action plans and possible
make responsible decisions that make financial decisions. Through found in Science, Technology, solutions to local, national and
uphold Christian values the integration with Economics Engineering and Mathematics. global issues which have social,
and Business, young men can Authentic problems require economic and environmental
■ Make responsible choices and apply their Mathematics financial young men to not only apply perspectives.
become more aware of their literacy knowledge to key enterprise their knowledge and skills but
leadership role as an informed thinking to become champions consider the ethical and social
and responsible citizen in of innovation. implications of advancements in
society science and technology.

Subject to change

14

15

DEPTH TheMarcellinDifference

STAGE “My time at Marcellin
taught me to explore the
(Year 9 & 10) world and people around
me. It taught me to be open
As our young men move through Each course at the Depth Stage to new experiences and the
the Depth Stage, they begin to has six fixed periods and one challenges they present.
exercise total control over the flexi period per10-day timetable My time at the College
structure and key elements of cycle. During the fixed classes core helped build my passion
their personalised learning plan. knowledge, skills and capabilities for caring for others which
Designed to foster character, are delivered in class and online. has shaped the path I have
confidence and competence, our The flexi period provides an chosen in life.”
teachers and support staff are opportunity for stretch activities, David Cappellari
focused on knowing each young additional tutorial support, 2013 College Captain
man and encouraging them to formative feedback and master
challenge themselves through being classes. Doctor of Medicine (3rd Year) Deakin University
open to a range of new learning
experiences that aligns with At the Depth Stage young men _________________________
their passions, talents and future elect from a range of compulsory “The Depth Stage
aspirations. and open courses, allowing for supports the development
hyper specialisation. Accelerated of engaging learning
During the two-year Depth opportunities are built into programs that are
Stage each young man will have the course infrastructure in personalised, rigorous and
an opportunity to undertake a Mathematics from Year 9. relevant for all students.”
program review with their Learning Claudia Graham
Mentor to assess learning growth Head of Learning (10-12)
and progression and reassess
interests and course direction. 16

DEPTH STAGE
courses(compulsory)
Across the two-year Depth Stage each young man will undertake a minimum
of four semester length courses from the following compulsory course areas:

At the Depth Stage young English Mathematics
men elect from a range Phase One | Year 9 Phase One | Year 9
of compulsory and open Redemption Investing in the Future
courses, allowing for hyper Dystopian Futures Google & Our Future
specialisation, passions and More Than A Game A Better Quality of Life
future aspirations. Pop Culture: Heroes & Villains Our Natural & Artificial Existence
Phase Two | Year 10 Phase Two | Year 10
Power & Persuasion Investing in the Future
Gothic Fiction: The Self vs the Other Google & Our Future
Science Fiction: Human & - A Better Quality of Life
Scientific Possibility Our Natural & Artificial Existence
Orwell’s World: Control & Rebellion Champions of Data
Voices of War Maths on Site
The Journey VCE Mathematical Methods
English in Action Modelling & Constructing the Future World
Stretch More Than Meets the Pi
Media Communication Stretch
Creative Writing Investing in the Future
Sports Writing Google & Our Future
Literature A Better Quality of Life
Lingo Our Natural & Artificial Existence
From Silver Screen to Green: Champions of Data
The Evolution of Film as Text Maths on Site

Science Thinking Religious Education
Mind, Media, Madness & Mayhem Destroy the temple? Church & religion in the modern world
Chemistry, the Good, the Bad & the ‘The God Account’
Reactive Angels & Atoms
Teach an Old Gene New Tricks Am I a Leader in today’s world?
Earth on the Edge What is the value of the Human Person?
A Tale Through Space & Time Who is Jesus Really? What’s in a name?
Crash, Bang Science Religion through the challenging eyes of Artists

Subject to change

17

TheMarcellinDifference

Each young man customises their Across the two-year Depth Stage each young man will undertake
personalised learning plan by selecting twelve optional courses, three per semester, selecting from the following
from different open courses to broaden individual open course areas:
academic perspectives, extend passions
and dive more deeply. Across the Depth
Stage our young men undertake twelve
optional courses over the two years, three
per semester, selecting from the following
individual course areas:

courses

(open)

Languages Health & Physical Education Performing Arts
Chinese – Passport to Middle Applied Sports Nutrition Backstage Pass (Music
Kingdom* Battle of The Codes Performance)*
Indonesian – Stories from the- Fitness Challenge & So, You Want to be a Muso?
Archipelago* Conditioning (Music Performance)*
Italian – Il Mio Mondo* Health of a Nation VET Cert II Technical Sound &
Chinese – Passport to the Silk Major Sports League Production*
Road* Sport & Recreation Combo Theatre
Indonesian – Near Neighbours* Sport Science Impact Theatre
Italian – La Dolce Vita* Sports Coaching & Event Lights! Sound! Action!
L’Italiano Globale Management Music Technology
Indonesian Global Strategic Net Sports Page to Stage
Global Chinese
Outdoor Education # Technologies (Digital)
Learning Diversity Change Makers Game Design for Mobile
A World of Possibility (Extension) Ground Breakers (Water) Hacking, Security & Digital
Getting Ready in Numeracy Ground Breakers (Alpine) Warfare
Knowledge, Number & Rock Adventures Introduction to Artificial
Numeracy River Adventures Intelligence-(AI) & Programming
Learn, Make & Evaluate! Programming (Visual Basic)
Literacy & Learning for life Humanities Programming & Robotics (Logo/
Dollars & Sense Scratch)
Visual Arts Food Security Techno, Animation &
Advanced Photography & Global Inequalities Programming-in Sonic Pi
Filmmaking Inventing Yesterday
Communication Design Political Conflict & Violence Technologies (Product Design)
Contemporary Art Prepping for the Apocalypse Building Construction
Environmental Design Teenagers & the Law CNC Furniture Design
Fine Art 1|Painting, Drawing & The Start Up DIY Skills
Printing War & Film Electric Guitar
Fine Art 2|Advanced Painting, What’s in an Ism? Every Day Hacking
Drawing & Sculpture What’s News? Manufacturing & Sales
Industrial Design Who Rules? Open RC Project
Introduction to Digital
Photography *This is a year-long course. It is counted as two open course options.
Introduction to Filmmaking & #All Outdoor Education courses have an outdoor experiential learning experience or camp.
Cinematography

Subject to change

18

19

PATHWAYS TheMarcellinDifference

STAGE “After moving to the College
in Year 10, the greatest thing
(Year 11 & 12) I gained was the importance
of developing strong
At the Pathways Stage young men services and support such as see a relationships and a deep sense
choose from forty Victorian Certificate Learning Mentor to review academic of family and community.”
of Education (VCE) studies and work progression, see a Student Counsellor Michael Stavrakakis
industriously towards optimising their for personalised wellbeing needs, 2014 Music Captain
post-school opportunities. Young men create a VCE or VCAL study group, visit
have the opportunity to undertake a Careers Practitioner to discuss tertiary Bachelor of Exercise and Sports Science (3rd Year)
a Victorian Certificate of Applied transition or complete a session with a Australian Catholic University
Learning (VCAL) course, a School Fitness Coach. The increase of available
Based Apprenticeship and Traineeship periods during the Pathways Stage also ______________________________
(SBAT) and/or selection from a range allows for the opportunity for young
of Vocational Education and Training men to self-manage their start and “Preparing young people
(VET) studies as part of their two-year finishing times. for a working life that is
program across the Pathways Stage. radically different from that
At Year 11 our young men have an of previous generations is
The Pathways Stage is also time of opportunity to support our Marist a challenge for all schools.
greater independence with flexible Solidarity Immersion to Cambodia. The changing nature of
arrangements for young men who are All young men at the Year 12 level are requirements for work
required to self-regulate and manage enrolled in our faith-based Seminar and life translate to a need
their time based on their personalised and Retreat Programs and undertake a for schools to provide for
learning pathway. Ministry option further contributing to flexibility, innovation,
our call to serve those in greatest need. collaboration, communication
At the Pathways Stage young men skills and analytical
receive an increase of available Accelerated opportunities are built into abilities. This model aspires
periods throughout their individual the Pathways Stage, which may include to integrate knowledge,
10-day timetable. This provides each the possible study of University subjects. character and capability
young man an opportunity to access skills for a new world
environment to best prepare
students for life beyond
Marcellin.”
Kevin Kelly
Careers Practitioner

20

PATHWAYS STAGE

VCE program

Victorian Certificate of Education

The Pathways Stage is our Religion Languages The Arts
Year 11 & 12 Program. At the Religion & Society Chinese Art
Pathways Stage young men Texts & Traditions Indonesian Drama
choose a personalised program Italian Music Performance
from the Victorian Certificate of English Studio Arts
Education (VCE), the Victorian English or EAL Health & Physical Education Theatre Studies
Certificate of Applied Learning English Language Health & Human Development Visual Communication Design
(VCAL), a School Based Literature Physical Education
Apprenticeship and Traineeship Technologies
(SBAT) and or selection from a Mathematics Humanities Applied Computing
range of Vocational Education Foundation Mathematics Accounting Applied Computing (Data Analytics)
and Training (VET) studies as General Mathematics Australian & Global Politics Applied Computing (Software
part of their two-year program. Further Mathematics Global Politics Development)
Mathematical Methods Business Management Product Design & Technology
Specialist Mathematics Economics Systems Engineering
Geography
Science History: 20th Century
Biology History: Revolutions
Chemistry Legal Studies
Physics
Psychology

21

TheMarcellinDifference

VCAL programs SBAT

Victorian Certificate of Applied School Based Apprenticeships &
Learning Traineeships

Students can enrol in this innovative applied A School Based Apprenticeship & Traineeship
learning pathway. It is a blend of VCE and (SBAT) program involves student’s completing
VET studies with Industry Specific TAFE a senior secondary certificate, nationally
programs and Structured Work Place accredited VET course at industry level
Learning. Students complete the program by whilst incorporating employment through an
receiving an industry-recognised certificate apprenticeships / traineeships.
awarded by the VCAA at the Intermediate or
Senior level.

VET studies

Vocational Education & Training

Students can apply to undertake a VET study/ At Year 11 our young men have an opportunity
studies as part of their two-year VCE or VCAL to support our Marist Solidarity Immersion to
program from the following options delivered Cambodia. All Year 12 students must complete
on campus: the Year 12 Seminar and Retreat Programs and
a Ministry Option.
ƒ Certificate 11 in Engineering Studies
ƒ Certificate 11 in Outdoor Recreation
ƒ Certificate 111 in Building & Construction

(Carpentry) Partial completion
ƒ Certificate 111 in Sport & Recreation

Other VET options may be accessed via the
Inner Melbourne VET Cluster (this option is
based on availability).

22

The Importance Of
Knowing Each Young Man

Marcellin College has a lively and Our intention for each young man There are ten Houses and within each
inclusive vertical House system is that he enters – and leaves – the House six Pastoral Groups, each
which provides opportunities for College under the guidance of a supported by a House Leader who
authentic student leadership and single House Leader and a single works collaboratively with all House
regular and friendly competitions Pastoral Leader for his 6-year term staff. The House Leader along with the
and activities. The Houses form at the College. Benefits include the Pastoral Leaders are responsible for
part of each young man’s identity rapport and positive relationships the overall holistic development and
and sense of belonging to our which are established. In principle, the management of each young man,
community. Pastoral Leader: with the Pastoral Leader becoming
the primary contact with the home.
■ Establishes a rapport with both These groups are frequently referred
the students in his/her care, as to as families and often become quite
well as with the students’ parents closely bonded.

■ Monitors and responds to The College provides a comprehensive
students’ social, emotional and Student Wellbeing Program which
academic needs supports our boys as they enter and
until they exit the College. Boys are
■ Maintains the primary ‘link’ taught skills and knowledge regarding
between the parent(s) and self-regulation, student agency
College to address any matters of and leadership, cyber citizenship,
family/parental concern to/from resilience, restorative practices,
the students' teachers reflection and growth mindset, and
how to be a good man. The College
The House system also assists students values positive relationships and
to develop relationships with those partnerships between the College, the
in other year levels, allowing young home and the broader community.
men to forge new friendships and
experience a more settled transition.

“Every individual matters. Every individual
has a role to play. Every individual makes a
difference.”

Dame Jane Goodall DBE

English Primatologist and Anthropologist |1999

23

TheMarcellinDifference

DUX Assembly

24

AGSV Basketball

25

TheMarcellinDifference

What Does This
Mean For Your Son?

Marcellin College strives to create a We provide opportunities for participation, Careers Learning
rich and diverse learning environment communication and engagement, which Practitioner Diversity
that recognises a focus on developing can increase self-esteem and build a
the ‘whole person’ is essential for greater sense of belonging to the College The Careers Practitioners provide Marcellin College is committed
learning. community. Our young men experience the career education and course to catering for individual learning
independence to exercise and develop: information and are available differences and needs of each young
“Our task is to educate to advise young men on matters man in our care. The Learning Diversity
their [our students] ■ Autonomy, competence and associated with program selection, staff help to develop appropriate
whole being so they can relatedness requirements for apprenticeships, adjustments and differentiated learning
face the future. We may entry to University or TAFE and programs to cater for the needs of
not see the future, but ■ Agency and advocacy tertiary courses, and employment individuals in our inclusive learning
they will and our job ■ Proactive goal setting and self-review opportunities. environment. The Learning Diversity
is to help them make ■ Personal resilience and mental and Department specifically aims to support
something of it.” Learning students across a broad spectrum of
physical wellness Mentor ability – from those requiring academic
Sir Ken Robinson extension and challenge, to those
As we walk in partnership with your son From the Depth Stage, each requiring academic support. Students
British Author | The Element: How Finding across each stage, we allow him to see his young man will access a Learning who are gifted and talented, and
Your Passion Changes Everything 2009 potential and understand his self-worth. We Mentor in support of their individual students who have difficulty accessing
recognise the importance of community in organisational, academic and mainstream curriculum, are supported.
raising a child and he will be encouraged social needs. Once a young man is The department also offers programming
to reflect upon who he is today, and who in his final two years at the College in learning, social and emotional needs,
God has called him to be, in light of all the the relationship with a Learning and support in post Marcellin pathway
opportunities that have been presented to Mentor shifts to exploring guidance.
him. personal academic data to
improve individual outcomes. Transition
House Leaders and Pastoral Leaders Coordinator
form an integral part of a comprehensive Student
wellbeing network as we ensure that each Counsellor Fundamental to each young man
young man in our care is known, loved experiencing a successful first year at
and valued. They are complemented by a To assist the social, emotional Marcellin is ensuring they are known;
range of additional staff, each designed and academic needs of students their interests, strengths, challenges,
to walk alongside the learning journey of the College provides Student hopes and aspirations. Our Transition
each young man. Counsellors. Counsellors offer Coordinator acts as the conduit
guidance and assistance to students between the College and the people
Under the guidance of a Learning Mentor, and as necessary to families. who know each student best. They
he will develop his autonomy and a The aim is to foster self-esteem, gather information from a range of
passion for learning. With the advice self-determination, resilience and sources and are integral to the design
of our Student Counsellors and Careers confidence in students. of curriculum and programs which cater
Practitioners, he will navigate his future for each individual.
with courage and confidence. Each young
man of Marcellin is assisted to find his True
North in a highly supportive, personalised
and engaging environment.

26

Beyond The Classroom

Marcellin College provides Young men have opportunities to Three2six Project | South Africa
opportunities to participate in a experience a comprehensive Performing
range of co-curricular programs Arts program, including Choral, Band “When I think of ‘seeing God in
designed to complement academic and Orchestral Ensemble groups all things’, I envisage someone
pathways and allow each and instrumental music lessons, DAV or something that inspires me to
young man to bring to fruition Debating, Public Speaking, Tournament be better, or that shows love and
the expression of their passions of the Minds, Chess Club and various compassion to all”.
and capabilities. Many of these subject based competitions. The College
activities allow young men to also produces a Junior and Senior Lewis Michelangeli
extend themselves and positively production each year in partnership with
contribute to the life of the Our Lady of Mercy College, Heidelberg. Marist Solidarity Immersion to Cambodia | 2017
College and the local and global
community. In addition to our comprehensive Health
and Physical Education academic
National Reconciliation Week | 2018 courses, the College offers a broad
co-curricular sport program through our
membership of the Associated Grammar
Schools of Victoria (AGSV) and the
Victorian Schools Rugby Union (VSRU):

Summer: Cricket, Basketball, Tennis,
Volleyball, Squash
Winter: Cross Country, Hockey, Football,
Rugby, Soccer
Additional: Athletics, Swimming, Golf

Young men can participate in Christian
service programs, which include
various Marist Youth Ministry groups,
community service, a solidarity
immersion to Bourke, New South Wales
and an immersion to Palin, Cambodia.

Once they become Old Collegians,
the opportunity to support primary-
age African refugee children involved
in the Three2Six Holiday Program in
Johannesburg, South Africa.

27

TheMarcellinDifference

ANZAC Day Ceremony

28

Beyond The Classroom

Marcellin provides opportunities to participate in a range of co-curricular programs designed to complement academic pathways. Many
of these activities allow young men to extend themselves and positively contribute to the College community.
It is within this context that Marcellin offers the following activities and opportunities:

Spiritual Development Student Leadership Academic
■ Champagnat Day ■ Student Representative Council
■ Game Changers - a Marist (SRC) ■ Accelerated VCE programs
available to Year 10 & 11
group focusing on faith ■ SRC Leadership Day students

development and social justice ■ SRC Social Justice issues ■ Year 7 Night at the Museum
■ Year 11 & 12 Retreat program ■ College Captains ■ Year 7 -10 Maths extension
■ Year 7 – 10 Reflection Days ■ Junior School Captains
■ Induction & Commissioning Mass ■ House Captains groups
■ Year 12 Seminar Day program ■ Faith & Service Captains ■ Year 7 STEM
■ Christian Ministry ■ Languages Captains ■ Public Speaking lessons
■ House Liturgies ■ Science Captains ■ DAV Debating
■ Thursday Mass ■ Chess Captain ■ Tournament of the Minds
■ St. Patrick’s Day Mass ■ Junior School Social Justice ■ Australian Mathematics
■ Solidarity Week Captains
Competition
■ Marist Solidarity Immersion ■ Performing Arts Captains ■ Dante Alighieri Poetry
(Cambodia) ■ Visual Arts Captains
Competition
■ Marist Solidarity Immersion ■ Sport Captains ■ Science Talent Search
(South Africa) [Old Collegians] ■ Debating Captains ■ Writing and Poetry Competitions
■ Consultation with Archbishop ■ Australian Schools English
■ ANZAC Day Ceremony
■ House Assemblies Competition
■ Guest speakers ■ Science Competition – Victoria
■ Valedictory Ceremony
■ Student Leadership Training University and Engineers
■ Remembrance Day Ceremony ■ Globalisation Week activities
■ Chess Club
■ Languages trips to Italy, China

and Indonesia
■ Australian Science Olympiad
■ Big Science Competition
■ Indonesia & Italy Exchange

Program
■ Victorian Young Leaders to

China & Indonesia Programs

Subject to change

29

TheMarcellinDifference

Sport Transition & Pathways Recognising and celebrating
personal achievement
■ Participation in AGSV/VSRU ■ Student Wellbeing Program
competitions ■ Year 7 Transition and Orientation Marcellin College promotes personal
excellence for each individual
■ Opportunities to be selected Program across academic, cultural, ministry
for AGSV/VSRU representative ■ Year 7 Orientation Outdoor and co-curricular pursuits. Student
squads achievement is celebrated and
Education Camp recognised by the following formal
■ Participation in Marist inter-school ■ Positive Partnership Seminars awards:
carnivals ■ Time and Space Program
■ Big Brother program Academic Colours
■ Inter-House Swimming & Athletics ■ VET opportunities on campus
carnivals ■ Received in recognition of
and with local TAFE providers excellence and endeavour across
■ House lunchtime activities ■ Australian Business Week at a range of courses in Years 7 to 11.

The Arts Deakin University Achievement Colours
■ Program selection, pathways
■ Instrumental Music Program ■ Received in recognition of
■ Choral program and careers advice excellence in the co-curricular
■ Extensive band and orchestral ■ Work-based learning programs areas of Debating, Performing Arts
■ Primary Links Athletic Carnival and Sport offered at the College.
ensembles
■ Annual College Music Concert and Sports Clinics Participation Colours
■ Annual Senior Musical with Our ■ Primary Links Year 5 and 6
■ Received in recognition of
Lady of Mercy College School Performance Matinee participation, regular attendance
■ Annual Junior Production with Our ■ Year 8, 9 and10 Depth and and a commitment to an activity or
members of a group.
Lady of Mercy College Pathways Expo
■ VCE Drama and Theatre Studies ■ Tertiary Institutes Week Marist Awards
■ Formal associations with Tertiary
productions ■ Received in recognition of
■ Folio preparation seminars Institutions excellence, participation and
■ Annual Visual Arts and Design ■ Open House and College service in activities to support
others.
Technology Exhibition Morning Tours
■ Top Arts, Design & Screens ■ Social & Emotional Learning

excursions Programs

Subject to change

30

Induction and Commissioning Mass | 2019

31

TheMarcellinDifference

Student Leadership

Understanding that our Catholic faith is We believe it is important for each young congruency, collaboration, delivery, the
the foundation from which all elements man to encounter leadership opportunities power of vulnerability and presentation skills
of our College grow, we realise that during their schooling, to learn the art of have been central in our support of young
at its very core, student leadership developing capabilities around forming men and their leadership formation.
is therefore fundamentally about positive relationships, defining identities and Beyond formal leadership opportunities
respect – for self, the other and for our achieving tasks effectively. These capabilities students at Marcellin have the opportunity to
community. Affording young men the also include affective and cognitive skills experience leadership at the College through
opportunity in which to develop this development, such as communication, the following avenues:
understanding is an essential part of empathy and the demonstration of self-
their personal growth. confidence. ■ Through a curriculum approach that
fosters character, citizenship and
Student leadership at Marcellin is authentic, enterprise thinking
engaging and empowering. In our inclusive
faith learning community, we have created ■ The challenges of striving for excellence
structures and opportunities which support via how they learn, academic growth
the cultivating of character, competence and and achievement
confidence. Essentially, we light the candle,
allowing our young men to share the flame ■ Opportunities to lead success with peers
and light their own paths for the future. in the classroom, on sporting fields and
on the stage
There are a variety of leadership
opportunities for students in the Junior and Student leadership is not simply about giving
Senior schools at Marcellin College, either at students the opportunity to communicate
College or House level, in ministry, academic ideas and opinions; it is about students
and sport or via various ambassador roles. having the power to influence change and
Student leaders have an increased sense make a difference in their school, community
of responsibility to help others, co-produce and the world. Young men at Marcellin
our College, and are positive role models learn the importance of Christian service
for others within the wider community. Trust, and actively contribute to local and global
autonomy and relationships are enhanced communities. Our young men use these
through the development of leadership skills to encourage and celebrate diversity
capabilities. Comprehensive programs and enhance social participation and
around shared vision, transparency, awareness, in pursuit of a more just and
forgiving world.

“Student Leadership at Marcellin challenged who I
was, what I was doing and the limits of what I thought
I could be.”

Michael Tuhanuku

College Captain | 2015

32

Learning Environments

Our faith learning community Our Champagnat Chapel, Saint best. Each space is designed to promote
is one that continues to evolve, Marcellin’s Hall, the Br. Placidus innovation, entrepreneurship, community
and the recent development of Resource Centre, The Fourviere School and encounter in support of each
the new Hermitage project and of Visual Arts, the Le Rosey Technology student’s faith, wellbeing and academic
Marist House has unlocked our Centre, Marian House, Rivat House and growth. At Marcellin we aim to create
imaginations and the potential of the Br. John McMahon Performing Arts spaces that awaken, challenge and
our Village on the Hill. Centre further enhance our commitment motivate our young men to aspire to
to providing young men with significant simply be more. Finally, environmental
“What kind of world facilities that allow them to explore graphics, imagery and commissioned
do we want to leave exciting learning opportunities. art installations across the campus are
to those who come designed to inspire, challenge and
after us, to children Our Wurundjeri Heritage Garden, motivate each young man to question
who are now growing located at the southern entrance of the and wonder about the gift of the other
up? This question Hermitage atrium, offers an opportunity and the hope for tomorrow.
not only concerns for our community to pay respect to the
the environment in traditional custodians of our land, for Marcellin College recognises the
isolation; the issue their unique and spiritual relationship with advancement in technology and the
cannot be approached their country. The garden celebrates the digital world’s impact on all aspects
piecemeal.” (160) rich and diverse Wurundjeri culture and of learning and life. The College has
recognises the significant connection to developed a dynamic online platform
the place that the Wurundjeri-Bulak clan for student learning, where all key
of the Woiwurrung people have with the documentation pertaining each young
Kulin Nation. man’s learning progression are curated.
Each course page is designed to support
Set on 15 hectares of land, Marcellin a learning story with stated key skills and
College is also blessed with extensive associated learning resources. Young
playing fields, an award-winning men are also able to use MyMC to
gymnasium, six synthetic tennis courts monitor their progression through each
and all the equipment necessary for course they undertake, set and adjust
young men to strive for their personal timelines and access formative feedback.

Pope Francis

Laudato si' | 2015

33

TheMarcellinDifference

Wurundjeri Heritage Garden

34

Guiding Documents

Australian Council for Educational Research (ACER). Foundation for Young Australians. (2017). The New Kao, R. (2018). Disruptive Leadership: Apple and
(2018). National School Improvement Tool (NSIT) Basics: Big data reveals the skills young people the Technology of Caring Deeply-Nine Keys to
Marcellin College Review findings, affirmations and need for the New Work Order. n.p. Organizational Excellence and Global Impact. n.p.:
recommendations. CRC Press.
Foundation for Young Australians. (2018). The New
Catholic Education Melbourne. (2018). eXcel: Work Reality Report. Retrieved from https://www. Loughran, J. (2010). What Expert Teachers Do:
Wellbeing for Learning in Catholic school citemaker.com/marcellin.vic/apa/# Enhancing professional knowledge for classroom
communities. Retrieved from https://www.cem. practice. New York: Routledge.
edu.au/CatholicEducationMelbourne/media/ Fisher, R. (2009). Routledge (Ed.). Creative
Documentation/Documents/eXcel-Wellbeing-for- Dialogue: Talk for thinking in the classroom. Mansilla, V., & Jackson, A. (2013). Educating for
learning_Guide_May-2018_CEM.pdf Global Competence: Learning Redefined for an
Fullan, M., & Langworthy, M. (2013). Towards a Interconnected World. n.p.
Catholic Education Melbourne. (2016). Horizons of New End: New Pedagogies for Deep Learning.
Hope. Retrieved from https://www.cem.edu.au/ Seattle: Collaborative Impact. Middleton, M. (2007). Timetabling and other
Our-Schools/Curriculum/Horizons-of-Hope.aspx practical ideas: Some possibilities arising from the
Gonski Report 2.0: Through Growth to Achievement. Review of the syllabuses for the senior phase of
Committee for Economic Development of Australia (2018). Retrieved from https://www.appa.asn. learning. Paper presented at Queensland studies
(CEDA). (2015). Australia’s Future Workforce report. au/wp-content/uploads/2018/04/20180430- authority, Brisbane, Australia.
[PDF]. Retrieved from https://cica.org.au/wp- Through-Growth-to-Achievement_Text.pdf
content/uploads/Australias-future-workforce.pdf NSW Education Standards Authority. (2017). Digital
Goss, P., Sonnemann, J., & Griffiths, K. (2017). Literacy Skills and Learning Report. New South
Dockterman, D. (2018). Insights from 200+ years Engaging students: Creating classrooms that Wales.
of personalized learning. Nature Partner Journals: improve learning. n.p.: Grattan Institute.
Science of Learning. Office of the Chief Scientist. (2014). Science,
Hattie, JAC. (2009). Visible Learning: A synthesis of Technology, Engineering and Mathematics:
Dweck, C. (2008). Mindset: The new psychology over 800 meta-analyses relating to achievement. Australia’s Future. Retrieved from https://www.
of success. New York: Ballantine Books. London: Routledge. chiefscientist.gov.au/2014/09/professor-chubb-
releases-science-technology-engineering-and-
Fadel, C., Bialik, M., & Trilling, B. (2015). (Ed.). Jacobs, H. (2013). Mastering Global Literacy, mathematics-australias-future/P21. (n.d.).
Four-Dimensional Education: The Competencies Contemporary Perspectives. New York: Solution Tree.
Learners Need to Succeed. Retrieved from https:// Partnership for 21st Century Learning undated,
curriculumredesign.org/wp-content/uploads/Four- Kasparov, G. K. (2017). Deep Thinking: Where The 4Cs Research Series, P21, Washington,
Dimensional-Education-Excerpt-Chapter-1-and-2- Machine Intelligence Ends and Human Creativity DC. Retrieved from http://www.p21.org/our-
partial-CCR.pdf Begins. London United Kingdom: Hodder & work/4cs-research-series
Stoughton General Division.

“The future belongs to young people with an education and the
imagination to create.”

Barack Obama
44th President of the United States of America | 2009

35

TheMarcellinDifference

Enrolment Information

The College’s Enrolment Policy and process for entry can be
referenced by viewing the Enrolment Information Booklet,
Enrolment Terms & Conditions, Parent & Community Code of
Conduct and an Application for Enrolment portal on our website
under the Enrolment tab.

For further details regarding enrolment visit our website to book a
College Tour or contact our College Registrar on:
+61 3 9851 1512 or via email on [email protected]

Patton, A. (2012). Work that Matters: A teacher’s Acknowledgements
guide to project-based learning. n.p.: Paul Hamlyn
Foundation. Marcellin College would like to thank the many educators and thought
leaders whose expertise, innovative research and guidance informed
Ryan, R., & Deci, E. (2000). Self-Determination thinking around our learning framework.
Theory and the Facilitation of Intrinsic Motivation,
Social Development, and Well-Being. n.p.: The College also wishes to thank and acknowledge the Wurundjeri Tribe
American Psychologist. Land Compensation and Cultural Heritage Council and National Gallery of
Victoria for permission to create a reproduction of William Barak’s ‘Figures
Sahlberg, P. (2015). Finnish Lessons 2.0: What in possum skin cloaks, 1898’. This art work features in our Wurundjeri
Can the World Learn from Educational Change in Heritage Garden and our Catholic faith learning community draws much
Finland? Columbia University: Teachers College inspiration from William Barak’s example of human dignity, deep story,
Press. dialogue and care for the other.

Schwab, K. (2016). The Fourth Industrial Revolution.
New York: Crown Business.

Stafford, F. (2017). Creating a collaborative
learning culture. n.p.: Australian Educational Leader.

VCAA Victorian Curriculum and Assessment
Authority. (n.d.). Victorian Curriculum F-10. Retrieved
from https://www.vcaa.vic.edu.au/Pages/
foundation10/f10index.aspx

World Economic Forum. (2015). New Vision
for Education. [PDF]. Retrieved from http://
www3.weforum.org/docs/WEFUSA_
NewVisionforEducation_Report2015.pdf

World Economic Forum. (2018). The Future of Jobs
Report. n.p.: Http://www3.weforum.org/docs/
WEF_Future_of_Jobs_2018.pdf

Marcellin College supports Ministerial Order No. 870 and Child Safe Standards to ensure
protection of all children, believing all young people have the right to be protected from all
forms of abuse and neglect.

36

“Over the past decade, there has been growing
consensus that Australia’s education and training
systems must evolve to ensure they are responsive
and relevant to the changing world of work and needs

of the future workforce.”

“Our goal should not be to ensure that young people
are simply finishing school but to make certain that

every student has built a ‘portfolio’ of skills and
capabilities with which to thrive in the new economy.”

Jan Owen AM Hon DLitt

CEO Foundation for Young Australians



160 Bulleen Road Bulleen VIC 3105 Australia | +61 3 9851 1589 | marcellin.vic.edu.au