CURRICULUM

Learning, Feedback and Growth 

The College has successfully completed NAPLAN testing for 2026. While there were minor connectivity issues on the first day, these were quickly resolved, and testing proceeded as scheduled. I thank our students and staff for their calm and flexible approach throughout the process. 

Beyond large-scale assessments such as NAPLAN, our focus remains firmly on the quality of learning in every classroom. Research from Marist Schools Australia affirms that one of the most powerful drivers of student improvement is effective, relational feedback; feedback grounded in trust, clarity and a belief in each student’s capacity to grow. 

This is particularly significant in the context of boys’ education. Research highlights that boys are more likely to engage when learning is shaped through strong, respectful relationships with their teachers. For boys, it is often the relationship with the teacher, not simply the task, that determines whether meaningful learning occurs. 

At the College, this is reflected in the way teachers combine assessment data with professional judgement to provide students with clear, actionable next steps. Practices such as drafting and parent–teacher–student (PTS) interviews are not simply procedural, but relational moments where feedback becomes dialogue; supporting students to reflect, refine and take ownership of their learning. 

As part of our college AI process, we have also expanded our use of Turnitin to include Clarity Writing Studio, accessible through Microsoft Teams. This enables teachers to see the full writing process, allowing for more precise and meaningful feedback while supporting academic integrity and student independence. 

These practices reflect our Marist characteristics of love of work and family spirit. By placing relationships at the centre of learning, we are not only improving academic outcomes, but forming confident, reflective young men who take responsibility for their learning and growth.