Matthew Flinders Anglican College students are able to achieve outstanding results in all areas of academic, cultural and sporting endeavour, including the OPs, ICAS competitions, and Years 3, 5, 7 and 9 National Assessment Program Literacy and Numeracy (NAPLAN). These outstanding OP and NAPLAN results have seen Matthew Flinders Anglican College named in local, state and national media as one of the top 100 schools in Australia, top 10 schools in Queensland and highest-achieving school on the Sunshine Coast. Academic distinction of this calibre does not result from a solely individual effort, but through the combined efforts of a community of learners involving teachers, students and parents.
Although our academic standards are high and individually our students are motivated and strive to produce high quality work, there is no ‘typical’ Flinders student. Each boy and girl comes to the College with their own unique talents, interests and learning needs. They do, however, share a common desire to be part of a community of learners united by a set of core values centred on supporting one another in their collective and individual learning. They also understand that, in valuing one another’s specific gifts and participating cooperatively in the learning process, they can work more productively together toward releasing their full academic potential.
Our staff supports students in these endeavours by engendering a supportive learning environment in which it is safe to take responsible academic risks and view mistakes as valuable learning experiences. A talented, diverse group of professionals, the teachers bring to the Flinders learning community their own strengths and commitment to their areas of expertise. Life-long learners themselves, they are passionate about fostering the love of learning in a supportive environment, nurturing the spirit of enquiry, and enriching the intellect of their students. The College embraces the Australian Curriculum across all years.
While our Years 11–12 curriculum tends to focus more on the academic subjects that lead towards tertiary entry, in Years 7–10 the curriculum is designed to complement the developmental requirements of a community of learners. This objective is achieved by offering an increasingly wide range of subjects that not only cater for the different needs and interests of students, but also allows them to make more informed decisions about proposed patterns of study in the senior phase of schooling.