Social Universal

Berry Street Education Model​ – Relationships

Child Safe Standards

Safe Schools

Celebrations and Events 

Assemblies

Assessment by Presentation

Book Parade

Celebration Assemblies

Family Fair

Presentation Evening

Principal’s Year 12 BBQ

School Camps & Excursions

Specialist Setting Christmas Luncheon

Student Leadership Investiture

The Arts

MEC Art Exhibition
MEC School Band
MEC Theatre Productions
Mini MEC Idol

Year 12 Formal Graduation Evening

Year 6 Celebration

Year 7 Autobiography Evening

Year 8 Biography Night

MEC Expectations 

Curriculum Documents P-6 

Curriculum Documents 7-12

Curriculum Documents Specialist

Key Beliefs

MEC Mantras Landscape

Learning Expectations

MEC Recommended Classroom Practice Norms

Specialist Setting Curriculum Overview

Specialist Reading and Writing Procedure and Processes

Specialist Staff Expectations

Vision and Values V2

Pride Crew

Respectful Relationships

Restorative Practices

Student Leadership Positions

Student Voice and Agency

Sustainability Program

Transition Programs

Beacon Foundation
Ready Set Prep
Ready Set MEC

Berry Street Education Model​ – Relationships

Back to Top  or Back to Framework

You can find the full document here.

Child Safe Standards

Back to Top  or Back to Framework

The aim of the Child Safe Standards is to create and maintain a child safe schools in Victoria. There are eleven Child Safe Standards.

Standard 1 – Organisations establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued.
Click here for details about Child Safe Standard 1

Standard 2 – Child safety and wellbeing is embedded in organisational leadership, governance and culture.
Click here for details about Child Safe Standard 2

Standard 3 – Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously.
Click here for details about Child Safe Standard 3

Standard 4 – Families and communities are informed and involved in promoting child safety and wellbeing.
Click here for details about Child Safe Standard 4

Standard 5 – Equity is upheld and diverse needs respected in policy and practice.
Click here for details about Child Safe Standard 5

Standard 6 – People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.
Click here for details about Child Safe Standard 6

Standard 7 – Processes for complaints and concerns are child-focused..
Click here for details about Child Safe Standard 7

Standard 8 – Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training.
Click here for details about Child Safe Standard 8

Standard 9 – Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.
Click here for details about Child Safe Standard 9

Standard 10 – Implementation of the Child Safe Standards is regularly reviewed and improved.
Click here for details about Child Safe Standard 10

Standard 11 – Policies and procedures document how the organisation is safe for children and young people.
Click here for details about Child Safe Standard 11

For further information staff and parents can refer here and here.

Safe Schools

Back to Top  or Back to Framework

The Safe Schools program helps schools foster a safe environment that is supportive and inclusive of LGBTI students. It recognises that creating a safe and inclusive environment is key to tackling bullying and harassment and preventing suicide and self-harm. All students should be safe from bullying and feel included at school. Students who don’t feel safe or included at school cannot learn effectively and reach their full potential.
Safe Schools is not a subject taught in the classroom and it is not a part of the curriculum. It is a program for principals, teachers and school communities.
Schools have the discretion to use as many or as few of the resources, training materials, and other support that the program offers to help them deliver their commitment.
For further information please refer here.

Celebrations and Events

Back to Top  or Back to Framework

MEC Recommended Classroom Practice Norms

Back to Top  or Back to Framework

The MEC Classroom Norms are designed to increase engagement and ensure student understand the class expectations

Maryborough Education Centre

Recommended Classroom Practice Norms

Assemblies

Back to Top  or Back to Framework

Whole School Assemblies are usually held twice a term. These events are hosted by the MEC Student Leaders and are a way of sharing the achievements of students and upcoming events with the student cohort. Musical performances are a regular feature and guest speaker often visit with share their wisdom and experiences with students.
Smaller assemblies are also held regularly in various sub-schools and year levels and are a valuable way to come together to share school happenings and successes.

Assessment by Presentation

Back to Top  or Back to Framework

Assessment by Presentation is designed to familiarise students with public speaking and provides an avenue to seek feedback on some of their achievements throughout the year. Year 9 students are invited to present 3 pieces of work to a panel drawn from the community to gain a certificate that celebrates their learning before moving into Year 10. Panel members may ask questions about their work and their experience in preparing for the presentation.
During the interview students will be assessed on the following criteria: personal presentation (uniform and physical appearance), clarity, fluency, expression, eye contact and knowledge of the material presented. Feedback will be given to students by the panel.

Book Parade

Back to Top  or Back to Framework

The book parade is a fun and inviting way for students to be involved in the world of literature. Each year during book week, students and staff are encouraged to dress up as a favourite book character to take part in a parade around the school. Staff are regularly delighted by the efforts students and families go to, to make this a spectacular event on the school calendar.

Celebration Assemblies

Back to Top  or Back to Framework

The purpose of celebration assemblies is to acknowledge positive student achievement and outstanding citizenship at a special event after each term and to allow parents to share this experience. Celebration Assemblies are often hosted by student leaders. During the assemblies, student leaders invite members of staff to recognise student achievement through Achievement Awards, Citizenship Awards and Sports Awards. A celebration assembly will include:

• Welcome to Parents and Friends by student leaders
• Acknowledgement of Country
• Principal’s Address
• Coordinators report
• Achievement Awards
• Short student presentation, performances and displays
• Citizenship Awards
• Sports Awards
• Slide shows
• Closing remarks

Staff can refer to celebration assembly protocols here.

Family Fair

Back to Top  or Back to Framework

The MEC Family Fair is a fun community event that is held at the beginning of Autumn toward the end of Term One. The school students and staff delight in hosting an event that includes live music, rides, markets, food stalls, competitions and raffles.

Presentation Evening

Back to Top  or Back to Framework

Presentation Evening provides an opportunity for the whole school community to come together to celebrate the major achievements of students throughout the year. The event is held just before Christmas in the MEC Big Gym and is an exciting time to share the pinnacles of student achievement.
Presentation Eventing Agenda usually takes the following format:

• Welcome
• Acknowledgement of Country
• National Anthem Concert Band
• Principal’s Report
• Learning Area Awards
• MEC School Council President’s Report
• Sport Distinction
• Guest Speakers
• Musical Item
• Scholarships
• School Leaders
• Academic Awards
• Announcement and Presentation of Year 12 Dux
• Response from previous Year 12 2019 Dux
• Prize Draw -Uniform Voucher
• Parents’ and Friends’ Christmas Raffle
• Highlights

Principal’s Year 12 BBQ

Back to Top  or Back to Framework

At the end of Year 12, on the eve of Celebration Day, all Year 12 students and staff are invited to a BBQ at the principal’s family home. This event has become a key part of the acknowledgement of the end of our students’ schooling journey.

School Camps & Excursions

Back to Top  or Back to Framework

School camps and excursions can be fulfilling for both students and teachers and provide memories that students will remember long into the future.
Some of the benefits of school camps and excursion are:

• Students experiencing new environments and ideas
• Development of independence skills
• Development of strong, positive relationship with their teachers which in turn can assist in students learning
• Development of student social skills
• Development of decision-making skills
• Increased environmental awareness
• Increase understanding of curriculum topics
• Improvement of self-esteem.

Over the last two-year period students at MEC have taken part in over 250 camp and excursion experiences including:

• VET Hospitality Essential Assessment
• Y11 Chemistry, Ecolinc excursion
• BEACON MyRoad Session
• Ministery Secondary schools webinar: Design Challenge with Professionals
• Ecolinc Y12 Excursion
• ‘My Career Insights’ Program – Year 9 Morrisby Profiling
• 2020 GTAC Year 11 Biology excursion
• Beat THAT Secondary – Biolab Incursion
• Wind Turbine Design
• Tim Cope Author Adventurer Visit
• Season of Excellence Excursion
• Victorian Careers Show
• Defence Force Recruiting Careers Presentation
• Year 8 Camp Lake Fyans
• Year 9 Kennett River Camp
• Loddon Mallee Regional Swimming Championships

Specialist Setting Christmas Luncheon

Back to Top  or Back to Framework

Each year in the last week of December the Specialist student and staff sit down to a Christmas luncheon. Specialist VCAL students prepare and serve the lunches for students, staff and special guests. Students then sing Christmas gifts and receive a small gift from Santa who arrives in Fireman Dan’s antique fire truck.

All members of the Specialist Setting look forward to sharing some Christmas spirit.

Student Leadership Investiture

Back to Top  or Back to Framework

The MEC Student Investiture is a formal ceremony that confers the appointment of students to leadership positions within the school. The event is held at the beginning of the school year in the MEC Big Gym and is shared by the whole school cohort and school community.

The MEC Student Investiture may take the following format:

1. Acknowledgement or Welcome to Country and Smoking Ceremony
2. National Anthem – P-6 Choir
3. Principal’s Address
4. Presentation to School Leaders
5. Presentations to Aboriginal & Torres Strait Islander Leaders
6. School Leaders’ Address
7. Interviews with Year 6 Leaders
8. Presentations to House Leaders
9. Presentations to SRC Representatives
10. Presentations to Nalderun First Nations Leadership Camp – Si
11. Close and reflection
12. Morning Tea Invitation

The Arts

Back to Top  or Back to Framework

MEC Art Exhibition

Back to Top  or Back to Framework

The MEC Art Exhibition is an annual event that showcases the visual artwork of students from across all year levels at the school. The event usually includes musical performances, guest speakers and a light supper.

MEC School Band

Back to Top  or Back to Framework

The MEC School Band is well recognised for its musicianship and willingness to enhance school event. The band which takes many forms often has been celebrated successes at regional eisteddfods and competitions. Many of its musicians take part in Australian Music Examination Board exams obtaining first-rate results. The MEC School band performs and major school events and provides a live soundtrack for school productions and annual concerts.

MEC Theatre Productions

Back to Top  or Back to Framework

MEC regularly holds three school productions per year. Prep to Six, Years Seven to Twelve and Specialist Setting students come together under the direction of the production manager to perform spectacular performances for the school community. School productions are held in our own Performing Arts Theatre and often run for several shows.
Staff guidelines for running school productions can be found here.

Mini MEC Idol

Back to Top  or Back to Framework

Mini MEC Idol is an annual event held in November that invites P-6 and Specialist student to take part in a light-hearted musical and theatre performance competition. This popular event is one of the highlights of the school year.

Year 12 Formal Graduation Evening

Back to Top  or Back to Framework

After Year 12 exams the annual formal takes place at the Maryborough Highland Society. Students are joined by family members and staff to share memories of the fun times at school. Heartfelt acknowledgements are the feature of this milestone function, that is until the dancing really kicks off.

Year 6 Celebration

Back to Top  or Back to Framework

Each year we recognise our Year 6s through a Year 6 Celebration evening.  Staff and families come together to acknowledge the rite of passage of our Year 6s as they transition into secondary school. The evening traditionally includes awards, a PowerPoint movie showing highlights of the year, fun activities and light refreshments.  We normally have plenty of laughs and maybe a few tears.

Year 7 Autobiography Evening

Back to Top  or Back to Framework

Students present a chapter or chapters they have selected from their autobiography and reflect on the experience of creating their life story so far. The event allows students to not only share their work but also practice their speaking skills, as well as some taking on the opportunity to host the evening on behalf of their class.

All parents/guardians or other family members and friends are invited to attend to celebrate the achievements, with light refreshments being enjoyed after the presentations.

Year 8 Biography Night

Back to Top  or Back to Framework

Students present their biography to their families, friends and classmates. The Biography night is an opportunity for students to showcase their public speaking skills in front of their families, friends, and classmates. As part of the Biography Night, students also get to showcase their artwork through the Portraits they have painted of their Biography subject will be on display in the library.
After the presentation, students and parents will retreat to the centre of the Library where they will be able to enjoy finger food and beverages.

Pride Crew

Back to Top  or Back to Framework

 
https://mec.vic.edu.au/our-community/lgbtqia/
 
Pride Crew provides an educational space for students who identify as LGBTIQ+ It provides mentors, learning and leadership opportunities and an environment for young LGBTIQ+ students to mingle with peers and be themselves free from prejudice and or discrimination.

MEC Expectations

Back to Top  or Back to Framewor

Curriculum Documents P-6

Back to Top  or Back to Framework

Curriculum refers specifically to a planned sequence of instruction that is designed to support each child learning experience at school.  An important resource for Maryborough Education Centre (MEC) is the Victorian Curriculum which guides educators in the development of lessons in the following learning areas and capabilities. This resource is the foundation MEC teachers draw from to develop a more personalised scope and sequences to suit student engagement through Professional Learning Communities.   

More information can be found for staff here. 

Curriculum Documents 7-12

Back to Top  or Back to Framework

Curriculum refers specifically to a planned sequence of instruction that is designed to support each child learning experience at school.  The Victorian Curriculum and Assessment Authority, which includes the Victorian Curriculum, is an important resource for Maryborough Education Centre (MEC) which guides educators in the development of lessons in the following learning areas and capabilities. This resource is the foundation MEC teachers draw from to develop a more personalised scope and sequences to suit student engagement through Professional Learning Communities.   

More information can be found here and here. 

Curriculum Documents Specialist

Back to Top  or Back to Framework

Curriculum refers specifically to a planned sequence of instruction that is designed to support each child learning experience at school.  An important resource for Maryborough Education Centre (MEC) is the Victorian Curriculum which guides educators in the development of lessons in the following learning areas and capabilities. This resource is the foundation MEC teachers draw from to develop a more personalised scope and sequences to suit student engagement through Professional Learning Communities.   

More information can be found for staff here. 

Key Beliefs

Back to Top  or Back to Framework

The MEC Key Beliefs describe our beliefs about education and the way students learn.  

The MEC Key Beliefs can be found here. 

Key Beliefs

Learning Mantras

Back to Top  or Back to Framework

Learning Mantras assist students to understand how we should all act to create a happy and engaging learning environment for all students. Maryborough Education Centre has designed its own set of mantras that have been to reflect our school community.  

The MEC Learning Mantrascan be found here. 

Specialist Setting Curriculum Overview

Back to Top  or Back to Framework

The academic program is based on the simple understandings that all students have a right to an education and all students will flourish with a comprehensive and strategic approach to support their individual point of development.   

The English and Mathematics curriculum is based on the understanding that all students will experience success in Mathematics and English given sufficient time and support to develop sequential learning skills when content is pitched at the students’ point of need. Programs are based on extensive research of good practice in Victoria, Australia and in other countries around the world. The content for the curriculum is directly taken from the Victorian Curriculum. Students access the curriculum from their stage of development.   

Further information about the Specialist Setting Curriculum Overview can be found here.

Specialist Reading and Writing Procedure and Processes

Back to Top  or Back to Framework

The Writing Process 

Specialist Staff Expectations

Back to Top  or Back to Framework

Specialist Preparation, Relationship and Teams 

1. At MEC Specialist we prepare expert, detailed and engaging lesson plans. 
2. At MEC Specialist we provide a sensory program in the morning to build relationships and calm students who are unsettled. 
3. At MEC Specialist we provide learning intentions and success criteria to help keep staff and students on track. 
4. At MEC Specialist we pay attention to the purpose of the moment for each child. This may be as simple as supporting the student ‘to be in the room’. 
5. At MEC Specialist we understand the importance of kids and the staff liking each other. We know that strong relationships = trust = students too willing to take risks= students are ready to learn. 
6. At MEC Specialist teacher assistants act as the second & third teacher in the classroom. 
7. At MEC Specialist, all staff provide zone coverage in learning and playground spaces. This can be zone-to-zone or person-to-person (one on one.) 
8. At MEC Specialist, all staff avoid ‘Double-teaming’ otherwise known as ‘You catch it. You clean it.’ This is when staff deal with what has come their way…unless they can’t. If people can’t manage the situation they can tap out and another staff member can tap in, debriefing afterwards.  
9. At MEC Specialist all staff provide colleague praise. We remember to give positive feedback to our colleagues when they are doing well. 
10. At MEC Specialist all staff model enthusiasm. We also model lessons and activities that have gone well. 

Classroom Technique and Language 

1. At MEC Specialist staff move around the room, praising and providing specific feedback to students continually. 
2. At MEC Specialist staff avoid lifeguarding. This is when staff sit back, waiting for a student or somebody to do something wrong.  
3. At MEC Specialist we ensure student acquisition rate is approximately 70%. If students are comfortable and compliant with the learning all the time and the work may not be hard enough. If the work is too difficult students may become too frustrated to learn. 
4. At MEC Specialist we give students who have difficulty regulating, support and choice in regulating themselves e.g. cool off cards, busy boxes, reading corners, pre-organised colouring–in sheets. Alternatively, a student may choose to use their Safety Plan. 
5. At MEC Specialist we provide regular but minute, positive feedback such as a wink, thumbs-up or smile to help a student who is struggling to stay regulated and acknowledge that they are doing well. 
6. At MEC Specialist we provide a collection of instant activities so teacher assistants can take over the class while the teacher deals with a higher-level concern. 
7. At MEC Specialist we use praise language & relational language. This also builds the positive vocabulary of students. 
8. At MEC Specialist we use Values praise. 

• Aspiration – e.g. Do your best 
• Kindness – e.g. Help others succeed 
• Respect – e.g. Respect your school 

e.g. When you ‘include others in team projects’ you are valuing our school expectation of kindness. 

9. At MEC Specialist we teach students to replace conflict language with other words e.g. ‘Jack is a cow.’ Instead, we teach the student to say, ‘Jack took my ball and didn’t give it back. This has made me feel upset.’
10. At MEC we ensure all students who have difficulty in regulating their behaviour develop a Safety Plan with support from their teacher. Staff working with the student are aware of the plan. 

Language and Behaviour Support Techniques 

1. At MEC Specialist we use sensory praise when a student who has sensory needs, takes up the challenge of a new taste, texture or smell. w 
2. At MEC Specialist we use full sentences with correct diction. A University of California Los Angeles study suggested it is best to use full sentences, rather than dumbing sentences down when speaking to students. Students will model their language from you. w
3. At MEC Specialist we avoid problem behaviour language as this can act as a reinforcement. We praise good behaviours using positive language instead.  We know and share the behaviour that we want to see from a student.  (If we don’t know the behaviour we want, the student never will.) w 
4. At MEC Specialist we avoid responding to a student who is exhibiting poor behaviour to get attention. w
5. At MEC Specialist we teach students self-management strategies. e.g. ‘When something is wrong… walk, get a glass of water, let someone know, choose a book and read in a selected spot.’ w
6. At MEC Specialist we use scripted interventions for high-level behaviour such as an escalation or safety plan.
7. At MEC Specialist we empower all staff members in the class. For example, if using rewards we make sure the TAs or non-homegroup teachers give the reward sometimes. This makes them more valuable to students. 
8. At MEC Specialist we do not provide interventions that mimic the problem behaviour. Instead, we create a plan to embed the alternative behaviours that need to be put in place.
9. At MEC Specialist we follow the students’ safety/ escalation plan regardless of whether we perceive the behaviour to be defiance or diagnosis. Our goal is to investigate if there is a skill missing and teach that skill.
10. At MEC Specialist we know that it will take time for some students to trust us. We use patient, gentle interactions with students while they are deciding whether we are trustworthy.

Respectful Relationships

Back to Top  or Back to Framework

Information can be found on the Victorian State Government website here.

Restorative Practices

Back to Top  or Back to Framework

MEC embraces restorative practice as one way of resolving relationship problems. Restorative practice in a school setting views misconduct not as school rule-breaking, but as a violation against people and relationships in the school and wider community. A Restorative School Community understands that
• Managing conflict is done by shifting focus from rule-breaking to repairing harm and strengthening relationships
• Misconduct is a violation of people and relationships
•Violations create obligations and liabilities that seek to heal and put things right
•Wrongdoers are done a disservice if you fail to confront them with consequences: Skilling them up for the future.
Examples of restorative questions are shown below.

Student Leadership Positions

Back to Top  or Back to Framework

Each year students are officially recognised for the leadership positions they have been appointed to at the MEC Student Investiture. Students may need to apply through a formal interview process or may be nominated by staff. Student leadership positions include:
1. School Leaders
2. Aboriginal & Torres Strait Islander Leaders
3. Year 6 Leaders
4. House Leaders
5. SRC Representatives

Student Voice and Agency

Back to Top  or Back to Framework

At Maryborough Education Centre we believe, by empowering students we enhance student engagement and enrich their participation. Through student voice:
• We help students to ‘own’ their learning and development.

• We help schools to create a positive climate for learning.
Avenues for seeking voice include the Pivot and Attitudes to Schools Survey, the Student Representative Council, student School Council representation and student leadership. We also encourage students to have a voice in their learning within the classroom, in focus groups and student support group meetings.

Sustainability Program

Back to Top  or Back to Framework

The Sustainability leadership student group has been formed to look at setting up a new bin framework for MEC’s waste and recycling. This group would also be looking at the behaviours of the school community and how behavioural change will need to happen for the MEC community to succeed. The most proven way to make change is through awareness meaning that both Senior and Junior Leadership groups would be working together to collect their data and to get the information out to MEC’s community to make change and succeed with the waste and recycling program.
The vision for the Sustainability Waste and Recycling Program for MEC has quite a few obstacles. The most underlying threat will be the contamination of waste in our recycling before the waste heads off to the transfer station. An option to overcome the contamination of the recycling is for a VCAL or WRS Group to start a sorting station at school. This group would be looking at the separation of our recycling with regular audits to determine and track how MEC would be progressing with the contamination of the recycling.

We are also fortunate to have a Sustainability and Maintenance Crew is manned by a small group of students who enthusiastically assist the grounds maintenance team to ensure we provide a sustainable and welcoming environment for students.

Transition Programs

Back to Top  or Back to Framework

Beacon Foundation

Back to Top  or Back to Framework

The Beacon Foundation promotes the belief that all young people have the right to a bright future regardless of background or circumstance. Their goal is to assist young people to make a successful transition into further education or meaningful employment.
Their connections between business and industry help build collaboration with schools to create real-world education experiences – experiences that bring work exposure and career awareness to young people. The Polish Program is one example of how Beacon supports young people. Polish empowers students to better navigate their transition into the future world of work. The program equips students with an awareness of global trends, the demand for cultivating a transferable set of skills and the importance of self-advocacy. Through interactive modules, students learn to identify, build and promote their own enterprising skills including communication, teamwork, problem solving and networking.

Ready Set Prep

Back to Top  or Back to Framework

Ready Set Prep is a transition program for students who are beginning school for their first year. Ready Set Prep aims to ensure that every child has the very best start to school. Ready Set Prep is offered in mainstream and the Specialist Setting.

Ready Set MEC

Back to Top  or Back to Framework

Ready Set Prep is a transition program for students who are beginning Year Seven. Student are invited to take part in full days at the school to give them a smooth start into their senior schooling years. Ready Set MEC is offered in mainstream and the Specialist Setting.
Ready Set MEC was a program that started in 2016 to help assist students in Year 6 to feel more confident making the step into Year 7 the following year.
This program allows teachers of Year 6’s from Feeder schools, as well as the Year 6 cohort at Maryborough Education Centre, to identify those who may require extra exposure to Maryborough Education Centre 7-12 or Specialist setting in order the help their start to Year 7 be a positive experience.
Additional sessions occur throughout Semester 2 each year and allow students to become familiar with staff, new subject areas, the school environment and also fellow peers for the following year.