History

In 2006 the communities of Smithfield Plains Kindergarten, Smithfield Plains Junior Primary, Smithfield Plains Primary and Smithfield Plains High School voted to close and become part of a new school to be built at Munno Para West.

In 2009 Lynne Symons was appointed the foundation principal. In 2009 there were less than 850 students R-12 that were planning to attend the new school.

Mark Oliphant College was designed as South Australia’s first purpose built facility combining care, preschool, junior primary, primary and secondary education on one site.

The college was opened in January 2010, at that stage across the old school sites – the Peachey (Early and Primary Years) and Beaumont (Middle and Senior Years) campuses.

MOC moved to the new site at the start of Term 2, 2011. By that stage over 1100 students were enrolled and MOC reached capacity of 1340 by mid 12012.

To cope with demand a new building was completed in June 2013. The total buildings on the site is now twenty and given the contractual arrangements around the buildings there can be no more accommodation at the site.

The school is divided into four sub-schools-the Early,Primary, Middle and Senior Years. These sub-schools are arranged in a circle around our village green and connected by a covered walkway. See school map at link below.

The goal was the seamless provision of outstanding services to the children, young people and their families who attended the school.

Premises

From 2010-2015 the college developed the following  key premises

MISSION:-To “MAKE LEARNING BETTER” for all in this digitally enhanced age to enable the development of high achieving students and staff.

CORE PRINCIPLES:-

  • Schools within a school
  • Innovation is a cornerstone of our practice
  • Strong connections with community – local, education and global
  • Believe that our students can and will achieve – irrespective of their background

THE NON-NEGOTIABLES:-

  • Children must be able to trust their teacher
    – Relationships are paramount – duty of care
    – Relationships are child-centred – believe in every child
  • Children must be provided with work at their level
    – Differentiation
  • Children must belong
    – Have friends & empathy

THE 4 PILLARS

  1. ENTITLEMENT – Learning spaces- physical, virtual & curriculum.
  2. EMPATHY – Relationships , Positive Education
  3. ENGAGEMENT – Structures, Project Based Learning
  4. EXPLICIT – Teaching of skills, consistency, sequential

 

To enable these premises we knew that there could be no shortcuts. Our day, week and year were designed so that students spend more time in the classroom on core curriculum compared to the time spent in specialized learning areas. This is our LESS is MORE approach.

From Reception to Year 9, students covered a common curriculum that includes skills, knowledge and capabilities across each learning area without offering them choice in the subjects that they study. Choice is gradually introduced from Year 10 onwards, while maintaining the focus on core learning based solidly in literacy, numeracy and science. The aspect was complemented by our introduction and commitment to project based learning.

Students spent more time on fewer subjects with fewer teachers allowing work to be covered in depth rather than breadth. This structure encouraged the student / teacher relationships that support effective teaching and learning.

We provided opportunities for students to use and develop their skills by integrating their learning through our project based approach and through co-curricular activities. Compass Adelaide, for example, is a curriculum linked programme run in partnership with the University of Adelaide, aimed at lifting student aspirations across the Early, Primary and Middle Years.

The Pastoral Care programme in each sub-school provides appropriate information to help children, young adults and their families make informed, realistic decisions about their futures. As students move through the college this is increasingly about courses of study that will set students on appropriate pathways through school to further study and employment.

We also believe that we can increase the life and educational outcomes for our children and young people through

  • embedding positive education throughout the curriculum and school organisation.
  • a strong community development program
  • provision of study hubs to provide extra tutoring
  • introducing a wide range of extended school activities- before, lunchtime and after school. The Children’s University being one example.

Please see the website www.moc.sa.edu.au for more detailed information