Academic Performance

MLC is an open-entry, non-selective school that consistently ranks among the top 1% of private schools in Victoria for both Primary and Secondary education.

Our exceptional programs, staff and learning environment ensure our students achieve outstanding academic results, well above both state and national averages.

As a proud provider of a holistic, well-rounded education, we celebrate our students’ achievements in all areas. This includes academic and sporting achievements, accomplishments in music and the creative arts, excellence in leadership, contributions to community service, and those students who have conquered personal goals.

Our exceptional programs, staff and learning environments ensure our students achieve outstanding academic results, well above state and national averages.

While the most visible results for graduates are ATARs, we celebrate the many achievements that cannot be measured by numbers: the perseverance to achieve personal bests, the courage to rise to challenges, the ability to seize every opportunity and the leadership and enthusiasm shown across the MLC community. These qualities ensure our students are well-prepared for success in an ever-changing world.

As demonstrated by the diverse spectrum of subjects and co-curricular activities they've actively participated in, these students have artfully navigated the tapestry of their passions and interests. Below is an example of the incredible breadth and opportunity that our most recent Year 12 cohort embraced with enthusiasm.

We are privileged to be able to provide our Year 12 students every opportunity to pursue their preferred subject pathways, with the largest subject offering of any girls’ school in Victoria across VCE and VCE VET, and the interdisciplinary International Baccalaureate Diploma (IB), which we have been offering for over 20 years. The students’ passions and broad skill sets will inevitably unfold themselves into varied and interesting pathways throughout their higher education and future careers.

From medicine, design, law, business, engineering, science to creative arts, our students' chosen courses reinforce the breadth of passions within our community. Notably, students also received offers from overseas universities such as University of Cambridge, University of Edinburgh, University College London, University of Arizona, Pennsylvania State University and many more.

This diversity of pursuits extend beyond the classroom; they serve as pathways for our students to further embrace their roles as confident and resilient global leaders, building upon the foundations established during their time at MLC. We are confident that our students, equipped with their acquired skills and knowledge, will go on to make a meaningful impact in the world.

MLC students performed well above the national minimum standard for our states and territories on all 20 NAPLAN measures and is one of the highest performing schools in Victoria.

NAPLAN data provides a summative, nationally comparable understanding of student performance in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy at a point in time.

We know that NAPLAN isn't a perfect representation of a student's progress, but it is one aspect of a school's assessment and reporting process that is used in conjunction with ongoing assessments made by teachers about student progress. When used effectively, NAPLAN data provides schools with a benchmark to allow teachers to tailor their curriculum and address specific gaps. We use NAPLAN data in a formative way to identify gaps in teaching and learning which we then address in future planning.

This progress demonstrated by our Year 3-5 students is something we expect to only continue to grow thanks to our internationally recognised and evidence-based learning and wellbeing practices.

It’s important to recognise that older primary-aged students are still developing essential reading and writing skills as they move through primary school and into secondary school because they are being faced with content, vocabulary, concepts and texts that are increasingly demanding. Students need to be fully engaged in the process and shown the connections between reading and writing.