The Arrow Term 1, NO. 2

Principal Report

Dear Families,

In this report, I would like to outline some of the things that have been happening at Auburn High School. Staff and students are well over halfway through Semester 1, with staff observing high levels of achievement among our students. As a collective, staff professional development has focused on getting to know the students well so that differentiation and engagement can be maximised.

Our GANAG instructional model is powered by high-yield strategies, and multiple staff development sessions have been dedicated to reviewing our teaching to ensure consistency. On the 21st of May, there will be a student-free day, allowing a full day of professional learning where all staff will invest time in collaborating on teaching strategies and learning more about the implementation of the Victorian Curriculum 2.0.

The Victorian Curriculum 2.0 emphasises explicit teaching, ensuring students receive clear, structured instruction that builds foundational knowledge. It integrates supported application, where students actively apply their learning through guided practice and real-world problem-solving. Additionally, it prioritises student engagement and focus, using evidence-based strategies to create inclusive, well-managed learning environments that foster deep understanding. Fortunately, Auburn High School began embedding these factors into our programs in 2022 in response to student and staff feedback.

Financial resources and the management of our budget are a key part of school leadership. I would like to personally thank Jo Hayes and Fiona Thomas for their commitment and leadership in creating our annual budget, which will be presented to the School Council next week. Our accounts payable staff, office staff, and education support staff are also doing a stellar job managing day-to-day operations.

There has been an additional workload placed on school staff in managing the School Saving Bonus, as this welcome fund has an extensive administration process around it. Business Managers around the state are providing feedback on the process to ensure that parents can use the funds efficiently and effectively.

Auburn High School is a unique school. Many of the additional programs we run, additional supports we provide, and equipment and resources we have are not directly funded by the DET. STEM programs, school productions, extra-curricular clubs, debating programs, careers support, and upgrades to our physical spaces are dependent on parent payments.

In our local area, there are disparities between public and private school funding, which continues to impact resources and infrastructure. Auburn High, along with many government schools, faces shortfalls despite intentions to close the gap. Every decision made by our school aims to improve student engagement and learning outcomes, and there is no denying that additional funds provide a significant advantage in meeting this aim.

In 2022, over 80% of parents contributed state education fees (approximately $580 per year). In 2024, this dropped to 57%. Currently, we have less than 40% of parents who have contributed, and many of the programs listed above may have to be adapted. Parents can contact the office to arrange a payment plan or pay their 2025 contributions in full.

The drop in payments equates to approximately $200,000 of funds that the school does not have access to. This money would be spent on expanding programs, resources for STEM and language acquisition, upgrading student breakout spaces (indoor and outdoor), and classroom resources to enhance learning outcomes across all subjects. It would also bring forward by up to two years some of our planned upgrades, such as:

• An additional science laboratory

• Renovated study centres

• Improved sports facilities

• Oval renovations

In addition to this amount, parents can also contribute to the building and library funds, which are used for larger projects. For example, we would like to create a wellbeing hub, an innovative makerspace, and build a pedestrian path between our two buildings to ensure student and staff safety. Any contributions to these funds are tax-deductible and most appreciated.

This term, we’ve seen outstanding contributions across various programs. Our sports teams have demonstrated incredible skill and teamwork, with students excelling in AFL, soccer, basketball, netball, and cross-country running. The music and drama departments are preparing for this year’s highly anticipated school production “The Little Mermaid”, where creativity and collaboration shine.

In STEM, our students are preparing for competitions, fostering a love for innovation and problem-solving. Additionally, our debating and public speaking teams are making great strides, showcasing their confidence and critical thinking. We are proud of their success in competitions, reinforcing Auburn High School’s reputation for excellence in communication and leadership.

Staff changes are continuing to provide challenges for the school. We currently have vacancies in junior and senior maths, as well as careers education. We are actively recruiting in these areas and are also working with Melbourne University to find potential additions to our staff team. In the meantime, our teaching teams are ensuring that students have the best opportunities available to them by working above and beyond.

Finally, as you can see, there is an amazing amount of proactive and positive action at Auburn High School. We continue to work together to create a high-quality school for our local families.

Until next time,
Ross Pritchard

Junior School Newsletter Article – End of Term 1 Reflection & Looking Ahead

As Term 1 draws to a close, I would like to extend my congratulations to the Junior School for the way in which they have embraced the core values outlined in their year level statements: Creativity, Collaboration & Citizenship. This term has been a time of growth, as students have navigated the transition into new year levels, formed new relationships with both peers and teachers, adjusted to the increased demands of their subjects, and faced a variety of new challenges. It has been inspiring to see how our students have found creative and resourceful ways to overcome these challenges and thrive.

Over the past two weeks, our Junior Student Leaders facilitated their very first year level assembly. I want to commend them for demonstrating courage, creativity, and commitment as they led this important event. It was truly wonderful to witness the many ways in which our students are being celebrated, and to come together as a community in recognition of their achievements. Our end-of-term assemblies play a crucial role in acknowledging the strengths demonstrated by each year level and reinforcing our shared values.

During these assemblies, we also had the privilege of formally presenting our Tutor Group Leaders with their badges. These leaders play a vital role in advocating for their peers and guiding the use of Tutor Group time to foster positive connections and ensure students start each day feeling supported and engaged. I look forward to hearing more about the exciting work they will undertake in Term 2 as they embark on their Tutor Group Leader Action Projects.

Congratulations to our Semester 1 Tutor Group Leaders:

Year 7:

Year 8:

Year 9:

Looking Ahead to Term 2

As we move into Term 2, I am consistently impressed with the way our students conduct themselves both within our school and the broader community. We regularly receive positive feedback about their kindness, responsibility, and consideration for others. These qualities define our school culture, and we continue to invest in developing the skills necessary for maintaining positive relationships and managing challenges effectively.

In Week 2 of Term 2, students in Years 7–10 will participate in the ‘I Belong’ program, facilitated by my esteemed colleague Eric Agylman. Eric works with young people across Victoria, sharing his inspiring story of overcoming failure, reflecting on our roles in society, and making commitments to kindness, challenging racism and stigma, and building a more inclusive community. This will be a wonderful opportunity for our students to reflect on their personal growth and how they can contribute to creating a positive school environment.

Winter Uniform Reminder for Terms 2 & 3

As the cooler months approach, I would like to remind all students of the expectations regarding the winter uniform for Terms 2 and 3. It is important that students adhere to the uniform requirements, which are unique to our school and must be purchased through the school’s nominated uniform supplier or the onsite second-hand uniform shop. Students should not wear sporting garments from other stores. Please note, students are permitted to wear the hijab or headscarf in the school colours of red or white. Additionally, sports uniforms are allowed to be worn on the way home if students have PE or sport during the last session of the day.

Winter Uniform Guidelines:

• School blazer: Red with school logo
• Winter skirt: To be worn with black tights or black crew-length socks
• Charcoal grey school trousers or shorts
• School jumper: Charcoal with school logo
• White shirt with school stripes: Long or short-sleeved with logo
• School tie
• Black crew-length socks: To be worn with trousers
• Grey marle school-issue socks: To be worn with shorts
• Black leather school shoes: Traditional/classic style
• Auburn High School backpack

Uniform Expectations:

• All students are expected to wear the school blazer to and from school, upon entry to the school building, and during Tutor Group and Periods 1 & 2.
• The school shell jacket may be worn over the blazer when travelling to/from school in inclement weather or if cycling, but must be removed upon arrival, with the blazer being worn into the school building.
• The winter skirt, trousers, and shorts must be worn with the shirt and tie.
• Students may carry an umbrella in case of wet weather.
• A plain black scarf is permitted during winter.

Uniform Exemptions:

If any student needs to apply for an exemption from a specific component of the uniform, they should submit a written request along with medical certification to the appropriate Year Level Leader. For any assistance or further questions regarding uniform requirements, please don’t hesitate to contact the school office.

As we approach the end of a successful Term 1, I would like to once again thank the entire Junior School community for their hard work and positive contributions. I am looking forward to all that Term 2 will bring, and I am confident that our students will continue to excel and demonstrate the values that make Auburn High School such a special place to be.

Wishing everyone a restful and enjoyable break, and I look forward to seeing you all in Term 2!

Dannielle Gibson

Junior Assistant Principal Report

Learning Behaviours

At AHS, we are committed to promoting student engagement, metacognition, reflection, and autonomy in learning. As part of this, Learning Behaviour reports are published each term to provide valuable insights into your child’s progress.

Accessing Term 1 Reports

You can now access your child’s Learning Behaviour report for Term 1 on Compass under the ‘Reports’ tab. These reports are based on teacher assessments, which are aligned with the Learning Behaviour rubric. This rubric is included on the second page of the report and offers detailed insights into how your child is progressing in key learning behaviours.

We hope the information in these reports was useful during the recent Parent–Student–Teacher Conferences. The data shared helps highlight your child’s strengths and areas for growth.

In the Junior School

In the Junior School, we use the Learning Behaviour rubric to ensure that students are meeting the expectations of being a student at AHS. It helps us set goals and guides the focus on becoming the best version of themselves as learners.

Year 9: An Important Milestone

For Year 9 students, the data gathered from the Learning Behaviour report is especially important. It is used to assess their suitability for promotion to the VCE/IB/VM (for current Year 10s) or to determine potential acceleration into VCE.

Support for Low or Inconsistent Learning Behaviours

If a student demonstrates low or inconsistent Learning Behaviours, strategies will be put in place to help support their improvement throughout the year. Protected time is provided as part of our Education for Life (E4L) program, which is designed to support students in developing positive learning behaviours.

Conversations at Home

The Learning Behaviour rubric and report provide a great starting point for discussions at home. You may find it helpful to talk about what is working well for your child in their learning and consider what additional supports might be beneficial moving forward.

Thank you for your continued support in helping your child achieve their best learning outcomes.

Focus on Learning Behaviours: Completing Required Work

At AHS Junior School, one of the key learning behaviours we want to collectively work towards is “Completes required work.” As the year progresses, work avoidance can become more common, especially when students feel fatigued, find tasks challenging, or are unsure of how to seek help or manage their time effectively.

We encourage students to utilise the supports and strategies provided through Education for Life (E4L) and the Homework Centre to stay on top of their schoolwork. With the start of a new term, this is an excellent opportunity to reset routines and help students ground themselves in productive habits.

The introduction of student planners this year offers another way for you to stay informed about what work your child has to complete and by when.

Learning Behaviours We May Be Struggling With:

• I submit work late.

• I have incomplete assessments or Not Attempted/Partially Completed Snapshot tasks.

• The work I submit is not completed to a standard I can be proud of.

• I don’t act on Homework Centre referrals if I fall behind.

Learning Behaviours We Want to Focus on Mastering This Term:

• I consistently submit assessment tasks on time.

• I complete Snapshot Tasks, classwork, and homework to a standard I am proud of.

• If I fall behind, I attend Homework Centre referrals as an opportunity to catch up on missed work or seek support.

• I catch up on missed or incomplete work in my own time, without prompting.

• I seek extension opportunities or Spicy Tasks after completing the assigned work.

We look forward to working together with students and families to help our learners stay on track and develop strong study habits. Please encourage your child to use their planner regularly and seek support if they are struggling to manage their workload.

Inspiring Visit from Eric Agyeman

Last Monday and Tuesday, our Year 7–10 students had the privilege of hearing from Eric Agyeman, an inspiring speaker whose powerful life story left a lasting impression on our school community.

Eric shared openly about his experiences, including being racially bullied on his first day of primary school, navigating challenges in his teenage years, and eventually being recognised with the African Australian Community Award in his twenties. His journey was one of resilience, personal growth, and the transformative power of making positive choices.

With energy and authenticity, Eric encouraged students to reflect on the kind of culture we want to create at our school—one built on respect, kindness, and meaningful relationships. Some of the key messages he shared included:

• “The quality of your life depends on the quality of your relationships.”

• “Show me your friends, and I will show you your future.”

• “The impact of your words lasts far longer than the time it takes to say them.”

Eric’s visit reminded us all of the power we have to shape our futures and lift others through the choices we make and the words we use.

To continue these important conversations at home, we encourage families to discuss some of the following questions together:

• What part of Eric’s story stood out to you the most? Why?

• How can we ensure our words are helping, not hurting, others?

• What does it mean to have “quality relationships”?

• Who are the people you surround yourself with, and how do they influence you?

• How can we show resilience when faced with challenges?

We hope these reflections inspire continued growth and positive change both at school and at home.

We have and will continue this work in our E4L classes, giving our students the opportunity to share kindness and appreciation for each other. Here are just a few of the kind words students have been sharing with each other this week.

Getting the Small Things Right So We Can Focus on the Big Things

I would like to take a moment to acknowledge and thank all of the students who consistently uphold our uniform expectations. Taking the time to wear our uniform each day is like putting on our “learner hat”—it sets the tone for the day. When we all wear our uniform with pride, we create an environment that feels safe, inclusive, and welcoming. Our uniform unites us as students of AHS.

That being said, we understand that sometimes things don’t go as planned. If a student is unable to meet uniform expectations, we recognise that this may require a note to help resolve the issue. Please be aware that there will be a second Uniform Blitz in Week 5 or 6 this term.

If you require any support with purchasing uniform items, please don’t hesitate to reach out to me via email at [email protected], and I will be happy to connect you with additional resources.

Kind Regards,

Dannielle Gibson

Teach the Teacher and Pivot Surveys

Throughout week 5 and 6 of term 1, teachers conducted Pivot surveys with all of their classes. Pivot surveys are designed to collect feedback from the students about the teaching and learning taking place in the classroom. Completing these surveys empowers student voice and agency

Following the data collection, teachers engaged in a professional learning session on how we can effectively act on student feedback to adapt teaching to support the voice of students in individual classrooms. This session supported the planning and running of Pivot conversations in the classroom, where the focus was to delve into the data to better understand the ‘Areas of Celebration’ and ‘Areas for Conversation.

At a whole school level, students volunteered to analyse the whole school data and use this to run a professional learning session called Teach the Teacher. In the planning, students decided the most valuable ‘Area for Conversation’ was students having choice in their learning/application tasks. The Teach the Teacher group brainstormed, planned and presented an entire session for the Teachers, which was very positively received. Teachers left this space inspired using more Mild, Medium and Spicy (increase in challenge tasks) and the opportunities to give students choice in the way they present their learning.

Here is some of the Feedback from our teachers about the students running this session –

‘Students were really engaging, and I got a lot of great ideas from it’

‘Students were very articulate and engaged with ideas’

‘What an amazing group of outstanding individuals! They presented do confidently and had some challenging conversations with teachers about how to improve’

‘Thank you! Not only for your time, but your ideas and considerations and for having a growth mindset about change opportunities’

Year Level Assemblies

Over week 9 and 10, student leaders have been working to plan and prepare for their Year Level Assemblies. These assemblies are framed around celebration, where students and teachers, with the support of the Year Level Leaders and Student Leaders reflect on the growth throughout the term. Students prepared scripts and a slide deck that shared all the wins, and sometimes the challenges that were overcome over the term. We celebrated the newly elected Tutor Group Leaders, students who have had the highest learning behaviours and the highest learning behaviour growth, those with 100% attendance for term 1 and all the activities and events students have participated in.

The Year Level Leaders each left the students with reflections on where we have been, where we are now and where we want to be going in term 2.

Year 7’s through Mr Sheidaee and Madame Beck set a pledge to be kind and show inclusive behaviour.to all within the Year Level.

Year 8’s through Madame Marie and Mr Leach discussed how they can be best ready to learn and how to celebrate their successes.

Year 9’s through Dr Phillipson celebrated everything that the Year 9’s have achieved particularly through City Cite and their City Cite presentations, alongside the power of Thank you.

Year 10’s through Madame Wong-Fat and Ms Sutherland shared advice from Year 11’s to the Year 10’s about what they can reflect on, celebrate and start to prepare for as the commence their senior school journey.

Year 11’s through Mr Scarcella and Ms Mangano discussed the concept of ‘Hard work beats talent when talent doesn’t work hard’ to support the thinking about pathways in senior school.

And Mr Macpherson and Ms Jayasuriya spoke to the grit and growth mindset needed as there begins to be an end point for our Year 12 cohort.

CSEF 2025 Applications

Dear Parents/Guardians,

If you qualify for CSEF and have not yet applied since your student started high school, please fill in the attached form and return it to reception or email it though to [email protected] 

CSEF Aplication Auburn High School 

Applications automatically roll over as long as you remain eligible and funds come though at the start of Term 2.

Kindest Regards,

Ellie Archambault, Accounts Receivable

What’s happening in our French classrooms?

Our Year 7 French students have spent the last few weeks practising their roles in the play “Les trois petits cochons.” We wish them well on their presentation showcasing their excellent French pronunciation and acting skills!

Pen Pal Exchange with Collège Herrade de Landsberg – Rosheim, Alsace, France 🌍

Our Year 8 French Partial Immersion students began a pen pal exchange earlier this year with Collège Herrade de Landsberg, located in the beautiful town of Rosheim in the Alsace region of France. This marks the second year that Auburn High School has collaborated with the French school on this enriching language and cultural exchange.

The initiative provides students with the opportunity to improve their French writing skills while forming meaningful connections with peers in a Francophone country. Through regular letter exchanges, students practise written French in a real-life context—sharing stories about themselves, their school life, and their interests. It’s a fantastic way to bring language learning to life and foster intercultural friendships.

As part of the project, Collège Herrade de Landsberg has also shared an audio recording from their student podcast, “Le club des correspondants.” In this episode, students introduce themselves and talk about their daily life at school—discussing clubs, the canteen, daily routines, and special facilities. These podcasts will serve as valuable listening resources for our students, helping them improve their comprehension while engaging with authentic, student-produced French.

Similar projects are also planned with our 8FIP class to further support their French pen pals through continued exchanges. These cross-cultural collaborations continue to spark curiosity, promote communication, and build confidence in language learning.

We look forward to seeing these international friendships grow and sharing many more stories and voices across borders!

Berthe Mouchette French Poetry Competition

Next week, our Year 7, 8, and 9 French Partial Immersion students will participate in the annual Berthe Mouchette Poetry Competition organised by the Alliance Française de Melbourne. Over the last 100 years, more than 1 million Victorian students have participated in this competition—a unique experience and wonderful opportunity to practise their French pronunciation!

This year, the 2025 BMC theme is L’Amour! ❤️

Bonne chance à tous!

See below the Year 8 poem selection this year:

French Binational Program – Brevet des Collèges

The end of the French Binational journey is in sight for our 9F students, who sat their official oral examination this week before a jury of two French teachers on a topic of their choice. The presentations were followed by an interview in French where students were asked to critically analyse and justify their investigation.

L’épreuve orale is an integral part of the Brevet des collèges diploma. The Brevet des collèges written examinations will take place on 16 & 17 June 2025.

Bonne chance à tous!

Auburn High Welcomes Rita Azar, Our New French Language Assistant

We are delighted to welcome Ms Rita Azar to the Auburn High School community as our new French language assistant. Rita will be working closely with all French students across year levels, focusing on helping them improve their pronunciation through conversation practice and interactive language exercises. Additionally, she will provide valuable support for students preparing for their final-year VCE & IB examinations, offering authentic cultural insights.

“Having a French speaker available to our students is an incredible resource,” says Sonia Boyer, Languages Learning Area Leader. “Rita’s presence will enhance our students’ speaking abilities and cultural understanding tremendously.”

“My name is Rita Azar. I’m very pleased to be the new French language assistant at Auburn High School. I was born and raised in Montreal, Canada, to Lebanese parents. I moved to Australia fifteen years ago and have been tutoring French for about five years. French is my first language, and I also speak Arabic. Back in Canada, I studied law and practised as a criminal lawyer for four years. I also studied journalism at RMIT University upon arriving in Australia. I have a passion for the French language and helping students to learn, improve, and excel in their knowledge of the language. In my spare time, I enjoy writing, painting, and walking my dog, Piccolino. I have a ten-year-old daughter, and, with my husband, we love to go on bicycle rides or discover Victoria’s countryside.”

Bienvenue à Rita! We’re thrilled to have you join our Auburn High community!

Information Evening

The Languages Learning Area put on a colourful and vibrant display for our Information Evening last week! Visitors were greeted by students dressed as historical figures such as Marie-Antoinette and Louis XVI and were invited to déguster a selection of cheeses and baguettes as they entered our French display.

This was also an opportunity for 7F students to put their science skills into practice! After learning about solutions and mixtures in class, they delighted visitors with homemade, colourful, and delicious mocktails.

Thank you to all students who answered questions and talked about their experiences as AHS French students!

Auburn High School Welcomes French MP Anne Genetet

Auburn High School recently had the pleasure of welcoming Anne Genetet, a member of the French National Assembly (députée) representing French citizens living abroad. The visit provided a wonderful opportunity for French citizens living in Melbourne to meet their parliamentary representative and exchange ideas.

Ms Genetet, who represents the 11th constituency for French citizens living overseas (which includes Australia), engaged with community members during her visit. The evening was well-attended by local French families eager to discuss matters important to French expatriates.

The school extends its gratitude to Ms Genetet for taking the time to visit our school, to Ms Paule Ignatio, Consul General of France in Melbourne, for facilitating the event, and to all attendees who contributed to the productive discussions.

La gazette des 7- Term 1- our new French newsletter

Term 1 Newsletter HERE.

2025 Student Voice Project

On Thursday 20 March, a group of Auburn High School students Elsa O, Elle I, Mischa L, Martain N, Jan C, and John N attended the opening ceremony of the 2025 Student Voice Project.

This initiative brings together both international and local students from government and non-government schools across Victoria. Its primary aim is to foster a sense of welcome and inclusion for international students within school communities, while also nurturing greater intercultural understanding and global perspectives among local students.

The project includes a range of activities throughout the year, beginning with the opening forum in Term 1. Students will then take part in a series of coaching and mentoring sessions during Terms 2 and 3, concluding with a final forum at the end of Term 3.

At the opening forum, our students participated in lively brainstorming sessions and discussions. They explored ideas to promote global learning and engagement within our school community. Some exciting proposals included hosting a Multicultural Week in Term 3 with themes such as sport, food, costume, and music.

It was truly wonderful to witness the students’ enthusiasm and passion for the project. They are ready to make a meaningful impact!

Jean Zhang

International Student Coordinator

Sleep & Wellbeing

Improving your sleep is one of the most positive and easiest things you can do to improve your health, wellbeing and learning outcomes. Research suggests that teenagers need around 8 to 10 hours of sleep a night. Here are some strategies and tips you can try out to sleep better.

1. Stick to a sleep schedule: Try setting your alarm for the same time each morning and aim to go to bed at the same time each night. You could aim to set your bedtime 10 minutes earlier each week until you’ve nailed it.
2. Get into a nightly routine: Go device free 1 to 2 hours before bed, putting some soft music, reading a book or doing some relaxation exercises, etc to help your mind and body wind down. (**Lower the brightness on devices in the evening hours and use applications that reduce blue light, g. Night Shift on iOS devices, or Blue Light Filter/Night Light on Android devices)
3. Create a sleep sanctuary: Create a calm environment that is not too cold, not too hot, clutter-free with minimal light and noise.
4. Build some healthy habits: Do regular exercise, stay off the caffeine (e.g. Coffee, tea, soft drinks and energy drinks) after lunchtime, and aim to have dinner at least 2 hours before going to bed.

Talk to someone if you need help with ways to enhance your sleep

• School Wellbeing Team
• Your GP
• Facts About Sleep & The Impact on Mental Health | headspace

(Adapted from ReachOut, Feb 2025)

Sleep Awareness 

Did you know that improving your sleep is one of the most positive and easiest things you can do to improve your health, wellbeing and learning outcomes?

Some tips to help you sleep better:

1. Stick to a sleep schedule
2. Get into a nightly routine
3. Create a sleep sanctuary that is calm and with the right temperature
4. Build healthy habits: regular exercise, avoid caffeine, healthy diet

Talk to someone if you

need help with ways to enhance your sleep

• School Wellbeing Team
• Your GP
• Facts About Sleep & The Impact on Mental Health | headspace

Penny Hsiao, Health Promotion Nurse

Term 1, March 2025 – Careers & Pathways – Anna Langley

🎉 Congratulations

Congratulations to Year 9 students Harlene Evangeline and Jayani Shukla who were successful in their applications for the Melbourne University sheCommerce Year 9 to 12 academic enrichment program which allows students to meet like-minded peers, current Bachelor of Commerce students, alumni and inspiring academics who are making a difference in industry and through their research.

🔟 Year 10 Work Experience

Work experience is an important part of our career education program at Auburn High School. It helps students to explore potential jobs, develop employability skills, understand workplace expectations and make informed education and career choices.

🗓️ Key Dates

• Applications due: 22 April 2025
• Work experience week: 30 June – 4 July 2025

If students were absent from E4L Wednesday 2nd April,  or for those who would like to revisit the information that was covered, please view the Online Application and Safe@work slides which cover:

• work experience handbook,
• new online form,
• paper-based forms, and
• safe@work OHS certificates – these are essential for your application to be approved and should be completed over the holidays.

If you have further questions, feel free to email me. I will respond to emails received during the holidays once school resumes.

📄 Resources

• Work Experience Handbook V2
• Programs and Opportunities
• School2Work Portal
• Student Application QRG
• Parent Application QRG
• Employer Application QRG

🎓 Year 12 VTAC update

Course Search has Changed!

The link to search for courses has changed.

VTAC has opened mid-year applications which offer a limited range of courses. If you search the mid-year courses, you won’t see all available to you next year.

Instead, use the Course Search 2024-25 archive as a guide to options likely available Semester 1, 2026.

🔎 Events and Activities

All activities and events are free unless otherwise stated in the description.

 Years 9 and 10

Years 10 – 12

Years 11-12

Year 12

Female Identifying Students

May 2025, Term 2

• Friday 09.05.2025, House Cross Country
• Monday 12.05.2025, Morrisby Interview Week
• Friday 16.05.2025, Senior Sports Day (11’s & 12’s)
• Wednesday 21.05.2025, Student Free Day
• Thursday 22.05.2025, Year 9 & 10 Sports Day
• Tuesday 27.05.2025, Division Cross Country
• Wednesday 28.05.2025, Chase Basketball Inter-Academy Tournament