MCX

K-12 Learning at Macquarie College

What is MCX?

MCX describes our K-12 learning program at Macquarie College. MC is an abbreviation for Macquarie College and the X represents the multiplicity of teaching approaches that exist when designing learning pathways for our K-12 young people. It is a comprehensive approach to learning which is designed by courageous and adaptive MC educators.

Iterations of the MCX program include, but are not limited to: explicit/direct instruction, collaborative project work, individual learner research and exploration, play-based learning, design lab exploration and prototyping and the infusion of the UN’s Sustainable Development Goals.

At MC we do not believe that current credentialing (academic excellence) and the global competencies (teaching the skills to design solutions to real-world challenges) are in competition. It is not one or the other, instead, it can, in fact, be both.

MC aspires to co-evolve a new exemplar of future-focused schooling which mobilises K-12 learners by building their adaptive capacity to navigate complex challenges and opportunities – both present and yet to be imagined.

The MCX program is built upon 5 pillars:

MCX is a future-focused learning program, equipping young people with the skills and dispositions to succeed in the communities and workplaces of the future.

Pillar 1: Adventist Education

Educators who authentically reflect the character of Christ and infuse the values and ethos of Adventist Education throughout all elements of their practice.

First and foremost, MC is an Adventist school with a proud tradition of supporting young people to succeed throughout their personalised K-12 learning journeys.

The ethos of ‘Nurture for Today – Learning for Tomorrow – Character for Eternity’ speaks to a learning program which intentionally provides a safe and supportive ecosystem where young people are enabled to succeed, not only in the context of academic excellence, but also in relation to the skills and dispositions to best equip them for the complexities of life well beyond the completion date of their formal schooling.

The MCX program is supported by all MC staff, regardless of their role, having a shared responsibility to consistently reflect the character of Christ when interacting with colleagues, parents and young people.

Pillar 2: Academic Excellence

Academic excellence in the context of current credentialing which is designed by courageous and adaptive educators who are themselves lifelong learners and inspire their students through best-practice application of the AITSL Standards and NESA syllabi.

MC has a rich history of over 120 years, consistently helping young people achieve academic success and enter their desired post-school paths. These paths may involve obtaining a high ATAR, developing entrepreneurial skills for business ventures, pursuing trade or industry training, or direct workplace engagement.

The MCX program prioritizes academic excellence and follows the Australian Institute for Teaching and School Leadership (AITSL) standards and New South Wales Education Standards Authority (NESA) syllabi. MC’s team of adaptive educators serve as enabling coaches, combining subject expertise with deep knowledge to support learners in making a real impact while ensuring the completion of the Higher School Certificate (HSC) and paving the way for successful post-school pathways.

Collaborations with industry, tertiary institutions, and government organisations enable MC to curate real-world learning tasks that foster academic excellence and provide students with employment-ready skills beyond their formal education.

Pillar 3: Design Thinking

Design thinking inspired by the Stanford University d.school methodology.

This pillar is based on Stanford University’s design school research and aims to equip young individuals with skills to navigate present and future challenges in work and community. It offers a framework applicable to all academic disciplines, encouraging thorough research, exploring various perspectives, and employing structured prototyping.

In a rapidly changing world, the skill of adaptable problem-solving becomes crucial for students and educators. Design thinking, supported by credible research, fosters the ability to creatively design solutions in personal, professional, and community contexts. Recognising that today’s students will inhabit future workplaces, content and skills taught in school must evolve to remain relevant.

Design thinking transcends content and provides a versatile approach to learning and problem-solving, empowering young people with critical skills such as analysis, creative problem-solving, communication, collaboration, and prototyping.

Pillar 4: Global Competencies

Making the Global Competencies tangible and attainable through learning which is relevant to real life and equips young people with the skills and dispositions for the yet to be imagined communities and workplaces of the future.

The OECD (Organisation for Economic Cooperation and Development ), through the PISA (Programme for International Student Assessment) identifies a range of global competencies which broadly describes the skills and attributes that may best equip young people to thrive in the communities and workplaces of the future.

Pillar 4 acknowledges that today’s students will work well into the second half of the 21st century and emphasizes the need for adaptable skills. The OECD’s Global Competencies for Education, including self-awareness, valuing differences, global connection, curiosity, flexibility, communication, critical thinking, and empathy, offer versatile skills applicable to diverse future workplaces and communities. These competencies enable deep analysis, communication, collaboration, and the ability to prototype solutions for complex real-world challenges, fostering effectiveness and sustainability.

Pillar 5: Pedagogical Approaches

Understanding that the X in MCX represents the multiplicity of teaching and learning approaches that exist when designing pedagogical pathways that equip young people to solve complex, real-world challenges.

In the 21st century, adaptability is recognized as a crucial skill for students entering the workforce. This emphasizes the need for educators to have the freedom to utilize various research-supported strategies and methods to connect the content of educational syllabuses with real-world career paths and global community demands. Australian Professional Standards for Teachers, particularly Standard 3, stresses the importance of selecting relevant teaching strategies to foster critical and creative thinking, problem-solving skills, and knowledge development.

Through Pillar 5, educators in the MCX program are encouraged to act as professional coaches who understand their students’ learning styles and actively support the application of subject expertise to real-world investigations aligned with NESA syllabus outcomes and the United Nations 17 Sustainable Development Goals. The “X” in MCX highlights the value of diverse pedagogical approaches to help students achieve syllabus outcomes, promoting co-created learning and assessment through research-supported methodologies such as direct instruction, collaborative projects, individual research, play-based learning, design lab exploration, and integration of the UN’s Sustainable Development Goals.


Further reading

If you are interested in some futher learning around any of the topics dicussed above, please refer to our list of relevant resources.