Over the past fortnight, we have had several opportunities to come together as school and year-level communities.
Our House Athletics Carnival is, of course, a chance for students to showcase their athletic abilities and participate in activities that challenge and extend their physical skills. Beyond the competition, the day is a memorable opportunity for us all to gather in the sunshine as a school community. Students connect and socialise with peers within and across year levels, while also forming relationships within their vertical school houses. I feel a deep sense of pride in the way students participate, step outside their comfort zones, and celebrate each other’s successes.
While we sometimes reflect on whether the focus should be more strictly on athletic performance or encouraging students to train harder, sustaining an emphasis on community, resilience, and connection continues to yield remarkable results. Our students not only thrive socially but also excel competitively, reaching division level and winning multiple years in a row. It’s a reminder that the outcomes we strive for often come naturally when we show care and courage toward ourselves and each other along the way.
Celebrating Our Communities
Each term, our student leaders dedicate significant time to preparing celebration assemblies for their cohorts. These assemblies are an important tradition, allowing us to pause and recognise both individual and collective achievements, whether in academic excellence, growth in learning behaviours, or students reaching 100% attendance. They also provide an opportunity to connect back to our Year Level Statements and Auburn Learner Qualities.
In today’s social climate, 21st-century skills are critical to leading happy and successful lives. It was inspiring to see our student leaders highlight peers they believe exemplify these qualities, even outside of school life.
Student Voice & Agency Across the School
Reflecting on my own high school experience, many years ago, I often wonder how much my teachers considered what I could contribute to classroom improvement. While we didn’t have laptops or PowerPoints back then, I probably had insights that could have made our learning experience better.
At Auburn High School, students now have this opportunity through Teach the Teacher, a student-led professional learning initiative for teachers. Each semester, students analyse important feedback. This term, the Student Attitudes to School Survey (SASS), to provide insights that enrich the learning experience for all. Their approach is impressive every time.
2025 Term 3 Approach:
- Step 1: Students reviewed SASS feedback, identified a focus area, and triangulated this with Term 3 PIVOT surveys and SASS focus groups, answering the question: What do all three sources of feedback reveal about our focus? The evidence showed that students see teacher questioning as a key opportunity to make classrooms more inclusive, engaging, and responsive to their learning needs.
- Step 2: Students worked with Ms. Hayes, Leading Teacher for Student Voice, Agency & Engagement, to identify evidence-based strategies they wanted teachers to
- implement.
- Step 3: The Teach the Teacher team developed resource sheets and video examples to demonstrate effective classroom strategies.
- Step 4: The team delivered a well-prepared, high-quality professional learning workshop, guiding teachers through the feedback, strategies, and practical implementation in classrooms.
Thank you to the entire team for your time, preparation, and thoughtful contributions. Your work is valued, appreciated, and integral to creating enriching learning environments for all AHS students!
2026 Student Leadership Opportunities (Applications Open Term 4)
Take a moment to look at the leadership opportunities below and start to consider if you are ready to apply! There was a wonderful workshop run on Thursday 18th September where our current leaders provided tips to students interested in a 2026 leadership position, stay tuned for more opportunities in the coming weeks. Applications will open in Term 4.
2026 School Captain (Year 12 only)
The School Captain is a key leadership role at Auburn High School, representing both the student leadership team and the wider student body. Captains are expected to model and encourage peers to live our school’s vision and values: Diversity, Aspiration, Respect, and Excellence. School Captains foster school pride, house spirit, and a positive culture. They lead assemblies, coordinate activities with other House and School Captains, and promote participation in events such as carnivals, exhibitions, competitions, and other extracurricular activities. Captains also take leadership roles in philanthropy, environment, communication, sports, STEM, and the arts.
2026 House Captain (Years 9–12; Year 7 & 8 opportunities will open next year)
House Captains represent their House and the school, modelling our values of Diversity, Aspiration, Respect, and Excellence. Their role is to encourage participation in events and lead assemblies, while coordinating activities in areas such as philanthropy, communication, environment, wellbeing, sports, STEM, and the arts. House Captains are expected to lead by example and foster a positive atmosphere within the school. Public speaking skills are essential, and captains will receive support through workshops and practical opportunities to develop these skills.
2026 Semester 1 Tutor Group Leader (Years 7–10)
Tutor Group Leaders build inclusive, fun, and connected communities within their Tutor Groups. This semester-long leadership role requires students to act as positive role models in accordance with the school’s vision and DARE values. It is an excellent opportunity for students to develop leadership skills and make a meaningful impact on their everyday learning environment.