Teaching & Learning

Vision for Learning

Mt Maria College offers a tailored program of study from year 7-12 underpinned by our Marist values - Presence, Family Spirit, Love of Hard Work and Simplicity. The College offers programs within two distinct phases of schooling - Middle Years (7-9) and Senior Years (10-12). This enables Mt Maria College to:

  • Enhance and develop curriculum and support structures appropriate the students' developmental and intellectual needs.
  • Expand specialist facilities, tuition, and support necessary to complement the child's growth and development.
 

Our Commitment to the Alice Springs (Mparntwe) Education Declaration

At Mt Maria College, we proudly affirm our commitment to the principles and goals outlined in the Alice Springs (Mparntwe) Education Declaration (Education Council 2019). We strive to provide an education of excellence that promotes excellence and equity, ensuring every student can achieve their full potential. We are dedicated to fostering confident and creative individuals, successful lifelong learners, and active, informed community members.

We recognize and celebrate the rich cultural heritage of the Aboriginal and Torres Strait Islander peoples, particularly the Arrernte people, the traditional custodians of Alice Springs (Mparntwe). Our school is committed to embedding their cultures, knowledge, and histories into our educational practices, supporting all students to imagine, discover, and unlock their potential.

Together, we aim to create a supportive and inclusive learning environment that meets the diverse needs of all learners, preparing them for the challenges and opportunities of the 21st century.

 

Belief about Learning

Promoting excellence and equity, Mt Maria College supports a student-centred, holistic approach to education, recognising that students have different strengths, needs and backgrounds. We affirm our commitment to the importance of meeting these individual needs, with a focus on student progress and growth, regardless of the startiing point.

Our educational goals have as a specific focus the building of students' capacity to develp empathy-enhanced skills in collaboration, creativity, critical thinking, and communication. We work to unlock the potential of each student, aspiring to extend their potential and develop agency for their learning, to be active and informed members of the community.

We affirm education's role in developing young people's resilience and mental wellbeing, enabling them to confidently recognise, adapt to, and manage change.

In making our vision a reality, we have high expectations of our students and staff. We support all students - irrespective of students' background, relative advantage, or cultural heritage - to develop a growth mindset to enable their progress into self-directed, confident, and creative, lifelong learners. Our teachers aspire to be positive, enthusiastic, and engaging, to facilitate differentiated, quality teaching and learning experiences which will engage and motivate our students.

Pedagogical Framework

A circular teaching and learning framework made up of six connected focus areas arranged around a central foundation. At the centre of the diagram are two key principles: Know the Learner and Know the Curriculum. The centre text explains that teachers are experts in curriculum and assessment requirements and know students as learners. This knowledge is used to differentiate teaching appropriately. Surrounding the centre are six areas that form a continuous cycle. The first area is Curriculum Design. This focuses on planning curriculum using a “backwards by design” approach, where learning goals guide planning and assessment. The second area is Create a Positive Learning Environment. This highlights that a positive learning environment is a precondition for successful learning. The third area is Make Learning Visible. This explains that when learning is made visible, students are better able to understand their progress and take ownership of their learning. The fourth area is Activate Learning. This focuses on using high‑yield teaching strategies to actively engage students in their own learning. The fifth area is Feedback. This explains that feedback is provided to move learning forward and support student improvement. The sixth area is Review and Reflect. This focuses on evaluating the impact of teaching on student achievement in order to inform future practice. The circular layout shows that these six areas are interconnected and ongoing, emphasising that effective teaching is a continuous cycle grounded in knowing both the learner and the curriculum.

Our school-wide Pedagogical Framework translates our vision into everyday practice and is based on the belief that every student can learn. It provides a consistent, evidence-based set of guidelines and resources to support our teachers in delivering high quality teaching that maximises learning for all students.

We foster a strong academic culture by:

  • Utilising innovative, high-quality and proven teaching practices
  • Fostering a growth mindset
  • Setting high expectations of teachers and students
  • Differentiating learning experiences
  • Celebrating student success

 

Subject Offerings

YEAR 7 & 8

YEAR 9 & 10

YEAR 11 & 12


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© Brisbane Catholic Education, Mt Maria College, Mitchelton (2025)