The Arrow, Term. 1 No 2

Dear Auburn High School Community,

I hope this newsletter finds families well. Week six of term one is upon us, and the school year is in full swing. February always provides a short honeymoon period where everyone is energetic, and the novelty of the new year is in front of mind. The staff and students have been able to forge new relationships in the classrooms, students have started new extracurricular activities, peer groups have extended, and the new students have settled into Auburn High life very well. The culture of high academic achievement, and varied levels of social connections is at the heart of our school experience.

I would like to take this opportunity to acknowledge International Women’s Day on March 8^th. This is an important day on the calendar and in the week around the long weekend there are many public and private celebrations of the day. Our School values of Diversity, Aspiration, Respect and Excellence are all represented in events around IWD. I am aware of the amazing women we have in our community and would like to express my thanks for the role they play across all facets of their lives. Business owners, full-time parents, entrepreneurs, primary caregivers, musicians, artists, researchers, academics; all providing an amazing role model for their children and others. On Sunday I will be encouraging all the students to take a moment to read the great stories of women in our world and then express their gratitude to those closest to them.

As advertised, the School Council nominations have closed for the parent representative vacancies. I highly value the partnerships we have with our parents on council. They provide a voice during meetings that has an impact on the school’s direction and governance. Please take the time to vote in the next week or so when you receive the information from the school.

Many of you will already be aware that I am taking long service leave in term 2. This year is my 35^th year of service and I am very much looking forward to re-charging the batteries with an extended break. Ella Price, currently Assistant Principal, will be Acting Principal for term 2. Ella brings a wealth of Auburn High School experience to the role. She is currently in charge of teaching and learning, senior school sub school, staffing and the timetable. I am confident that the school will run smoothly and that Ella and the wonderful team of leaders, teachers and support staff will continue to provide a fantastic school experience for the students.

The school census was completed on Friday and the numbers are in. We have a very similar number of students this year compared to 2025. This goes against the trend of high growth that we have seen over the last ten years. Student numbers at our feeder Primary Schools are declining and this does have an impact. We also saw around 50 exits between October 2025 and February 2026. This is less than the previous year. Most of the exits are due to selective entry schools, scholarships, or families moving internationally or to outer suburbs.

The year level numbers are Year 7 (140), Year 8 (164), Year 9 (141), Year 10 (139), Year 11 (151), Year 12 (108)

As you may have read in the media, the Australian Education Union and the Victorian Government are negotiating a new Victorian Government Schools Agreement. These negotiations are complex, wide-ranging and historically take some time to come to an end. Recently the AEU has sent out information to their members regarding industrial action, including a strike day on March 24^th. Parents will be updated as soon as information is available around any disruptions to their child’s learning.

Upcoming events to take note of:

Year 9 City Cite: our Year 9 students spend a week in the CBD exploring the city and learning about social and economic matters related to Melbourne.

Morrisby testing: students in year 9 complete a survey to assist in their careers program. This goes a long way to assist their decision making around subjects in Year 10 and beyond.

NAPLAN: Year 7 and 9 students complete a suite of tests for the NAPLAN. All students are expected to sit these tests; they are valuable for the education system, our school teaching and learning programs.

Learning Behaviour reports are open: teachers will be assessing each student’s learning behaviour. These behaviour reports reflect the student’s attitude to class, effort levels and interactions with classmates.

PIVOT survey: this is a chance for students and teachers to have conversations about how students learn best, and how the classroom can be most effective.

Until next time,

Kind regards,

Ross Pritchard

Principal

What’s been happening in the Junior School? 

Year 7 Camp was again an overwhelming success. I had the pleasure of spending a day at Camp Rumbug with the cohort and I was so pleased to see students taking on challenges and building new friendships with their peers and teachers. A huge than you to our Year 7 Leaders, Badi Sheidaee and Fanny Beck for their dedication to ensuring this is a memorable event and an integral step in their transition to high school. Every report from teachers and students was full of positive comments and stories of fun being had by all. The mud run continues to be a highlight for many! 

A highlight of the Year 9 calendar each year, the City Project experience, has been in full swing this week following the introductory event, the Great Melbourne Race.  In the Race, students worked in teams and problem-solved their way around the CBD, from the heights of the Eureka Tower to the hallowed Melbourne Cricket Ground.  Students are based at the City Cite this week, collaborating with their team mates to complete an extended research project.  We look forward to seeing them present their findings at our presentation evening for parents and friends next week, Wednesday March 11th.  Huge thanks to our Year 9 Leaders, Nicole Marie & Jess Hayes and our year 9 English team for all their efforts in organising this memorable experience for our students. 

Getting back to Learning: Practical strategies for creating and maintaining positive classrooms  

Classrooms are dynamic spaces filled with diverse energy, personality, strength, emotional strengths and challenges, differing levels of patience and interest. As teachers, our task is to ensure there is a ‘flow’ in this space, a way for all students to participate, seek support, explore and be resilient in the face of learning challenges. In week 3, our staff came together for a powerful professional learning day titled Getting back to Learning, designed to deepen staff engagement strategies. This day was facilitated by education Consultant, Glen Pearsall. Glen is an experienced educator, leader, and consultant who has worked with schools across Australia, including many high-performing schools similar to Auburn. His approach is practical, interactive, and closely connected to the day-to-day experiences of students and teachers in the classroom. 

Grounded in his experience of what works, the day unpacked strategies for teachers to: 

• Keeping students engaged in learning: Practical strategies teachers use to help students stay focused, motivated, and actively involved in their learning

• Supporting students through learning challenges: Positive, calm approaches teachers use to guide students when learning becomes difficult and to help them feel safe and supported
• Strengthening learning and understanding: How teachers check for understanding, give timely feedback, and support every student to move forward with confidence

Our staff spoke so highly of this day, many saying this was some of the best professional learning they had done in years. Why? We spent the day diving into the challenges that can emerge in the classroom and exploring practical strategies to help all students remain focused. We also considered how to respond to behaviours with the right management strategies, while still maintaining the flow and momentum we aim for in every lesson. 

The strategies explored throughout the day align with the 2024 Department of Education release of the Positive Classroom Management Strategies, a set of evidence-informed practices designed to create safer, more purposeful learning environments that support student learning, wellbeing and behaviour. 

This priority is directly connected to our school’s teaching and learning focus for 2025–2026, which centres on strengthening our collective ability to leverage the strengths of our instructional model by ensuring that the conditions for successful learning are intentionally created.

Drawing on cognitive load theory, we recognise that students learn most effectively when their attention can be directed toward the learning task rather than competing distractions. By intentionally structuring classrooms, routines and behaviour expectations, we aim to minimise unnecessary cognitive load so that students’ working memory can focus on processing new information and engaging deeply with learning.

Within the Victorian Teaching and Learning Model 2.0, this work sits within the element of enabling learning. Enabling learning involves establishing the conditions that allow all students to engage successfully in learning, including creating safe, orderly and inclusive classrooms, building positive relationships, setting clear expectations, and implementing routines and supports that maximise student attention, participation and readiness to learn. 

Being ‘Ready to Learn’ is the first step

At Auburn High School, we believe that every student has the right to learn in a calm and orderly environment, and that each member of the community has a responsibility to ensure that our learning and community spaces remain as calm and orderly as possible. We strive to ensure that all learning environments provide students with the opportunity to maximise their learning and wellbeing outcomes, in every class, in every day, in every opportunity. 

At Auburn High School, our Learning Behaviour Rubric explains the conditions for students to not only meet these expectations, but to exceed them. To know what and how to go above and beyond what they can currently do, being aspirational and resilient in learning and wellbeing challenges. To support these opportunities, in 2025, the Engagement Team (made up of year level leaders) reviewed our consistency and transparency in the expectations we have for students to be ‘Ready to Learn’. That means, what are the key behaviours we expect to see every student display, before they enter the classroom, every day. At Auburn High School, being Ready to Learn looks like: 

1. In Uniform 
2. On time to every class 
3. Bring our required materials 
4. Mobile phone remains in our locker 

I want to acknowledge that the new year can be an expensive time for families and to remind you that supports are available should you need them. In particular, if your child requires additional uniform, please notify us via the following form and we will be in touch. 

Student Agency – co-constructing our classrooms for success 

‘There are many ways in which student voice can have a positive impact on the educational challenges we face. When students believe their voices matter, they are more likely to be invested and engaged in their schools’

Student Voice: The Instrument of Change

What is Pivot?

We all care deeply about our students: their academic growth & their personal, social and emotional wellbeing. Pivot is ONE evidence-based tool we use to listen to students about their classroom experience.

Pivot is an evidence-based student feedback survey that uses 25 questions that are based on the Australian Professional Teaching Strategies to capture student feedback on teaching & learning at Auburn High School, more specifically: the Classroom Environment, Instruction, Teacher Relationships & Student Voice. The results from these surveys remain anonymous but provide both classroom teachers and the whole school with valued insight into what students what from their learning. 

How is PIVOT beneficial for students? 

Student voice opportunities such as PIVOT allow our students to participate in decision-making processes that have an effect on them as students, and on Auburn High School. Simply put, research literature tells that when adults listen to and learn from students, teachers can teach better and students can learn better. PIVOT Surveys are open for EVERY class from Week 5 – Week 7 this term. Teachers are actively engaging students in the feedback process.

What happens after the survey is completed? 

• Teachers will review their feedback and facilitate a conversation with their students about what to keep, start and stop doing. 
• Learning Area Teams & Year Level Communities will review larger sets of data to identify and respond to trends 
• An expression of interest will be sent to students in week 8, offering the opportunity for students to participate in our Term 2 Teach the Teacher forum. 

Teach the Teacher 

Teach the teacher is a student led professional learning workshop for staff which will be held in Term 2, week 2. Students will form a focus group and analyse the term 1 Pivot results, they will choose a focus for the session and then research, plan and present strategies that their teachers can use in their lessons. 

You can access more information about PIVOT here: https://www.pivotpl.com/ 

School Photos 

Thank you to staff and students for the smooth completion of the 2026 school photos. The individual photos will be used on Compass and on Student ID cards. Families can purchase photos directly from MSP via Compass. Photos will be released to students in the coming weeks. 

Parent-Student-Teacher Conferences 

This term, Parent-Student-Teacher conferences will be held online, via Webex, across the following 2 days:

Week 9:

• Tuesday 24th March: 12:00pm – 7:30pm (no classes)
• Wednesday 25th March: 2:30pm – 4:30pm (students will be dismissed at 1:15pm)

Please note that as the two sessions occur in the same week we will not reopen bookings between sessions.

Therefore we encourage you to action your bookings before Friday 20th March . This will support our teachers to be able to prepare for your booking.

Prior to the conference WebEx meeting room links for families to use will be made available. Please take some time to prepare for the online conferences, particularly if you are new to using WebEx. 

More information is available via Compass. 

Ambassadeurs en herbe 2026 – French Debating Competition

We are proud to announce the participation of our students in Ambassadeurs en herbe 2026, the prestigious French debating competition organised by the AEFE.

This year’s Asia-Pacific regional event will take place in Sydney and Canberra from 8–13 March, bringing together students from 117 Lycées français across the region.

In a wonderful example of collaboration between Melbourne’s French bilingual schools, two Melbourne teams will be represented in partnership with Caulfield Junior College and Glen Eira College. A total of 15 students from the three schools will be accompanied by Madame Oldfield (AHS), Monsieur Ramano (CJC) and Madame Fompudie (GEC).

Students will debate this year’s thought-provoking theme:
« L’intelligence artificielle, une révolution au service de l’humain ».

We wish all participants the very best as they represent Melbourne’s French bilingual community on the regional stage. Bonne chance à tous !

Félicitations à nos élèves de Year 7 !

Congratulations to our Year 7 students in the French Partial Immersion and French Binational programs for their excellent start to the year.

They have demonstrated a strong understanding of our Ready to Learn expectations, excellent organisation both at school and at home, and outstanding engagement in class. Their positive attitude and commitment to learning have set a wonderful tone for the year ahead.

Year 9 French Students explore “L’amitié”

Our Year 9 French students have successfully completed a unit of work on l’amitié (friendship). They explored how to describe their friends and reflected on what it means to be a good friend. As part of their learning, students created posters to express, in French, their personal ideas of friendship and the qualities that make someone a good friend. Bravo à tous pour leur créativité et leur engagement !

French Specialist Programs – Information Sessions

Families interested in our unique French Specialist Programs are warmly invited to attend our French Tour & Principal Morning Tea at Auburn High School on Thursday 5 March.

This is a wonderful opportunity to meet our Principal, learn more about the program, and see French classes in action.

Additional presentations will also be held at Camberwell Primary School and Caulfield Junior College.

Please see the flyer for full details and scan the QR code to book your session. We look forward to welcoming you!

Alliance Française French Film Festival 2026 – Melbourne

From 4 March to 8 April 2026, the Alliance Française French Film Festival returns to Melbourne with an exciting program of 38 films.

Enjoy the best of contemporary French cinema and culture, with a range of genres including dramas, comedies, and several family-friendly films. It’s a wonderful opportunity to experience French language and storytelling on the big screen.

Don’t miss this celebration of French cinema!

NAPLAN 2026 – Supporting Our Students in Years 7 and 9

Auburn High School’s Year 7 and Year 9 students will soon participate in the National Assessment Program – Literacy and Numeracy (NAPLAN). NAPLAN is a nationwide assessment conducted annually across Australia to provide a snapshot of student progress in key areas of literacy and numeracy.

What is NAPLAN?

NAPLAN assesses skills in:

• Writing
• Reading
• Conventions of Language (spelling, grammar and punctuation)
• Numeracy

The assessments are aligned with the Victorian Curriculum and reflect the learning that takes place every day in classrooms. NAPLAN is not a test that students need to study for.

Rather, it provides valuable information about a student’s strengths, areas for improvement, and academic growth over time.

At a school level, the data helps us reflect on our teaching programs and ensure we are meeting the needs of all learners.

2026 NAPLAN Test Dates FOR Auburn High School

• Thursday 12 March – Writing
• Friday 13 March – Reading
• Monday 16 March – Conventions of Language
• Tuesday 17 March – Numeracy

Year 7 students will complete testing during Periods 1–2, and Year 9 students during Periods 3–4.

All sessions will take place in the AHS Library, with students meeting in the Lecture Theatre for instructions. Catch-up sessions will be held on Thursday 18 March and Friday 20 March.

Preparing for NAPLAN

Students are not expected to revise or complete additional study. The best preparation is continuing to engage positively in regular classes. In the coming weeks year 7 students will participate in a preparation session to become familiar with the online testing platform, including its accessibility features. Our Year 9’s have completed this already before commencing City Project.

On test days, students should:

• Arrive on time
• Bring a fully charged laptop and non-Bluetooth headphones
• Bring a pen or pencil
• Ensure they are well-rested and have eaten breakfast

We understand that NAPLAN can cause some students to feel anxious. We encourage all students to simply try their best and remember that NAPLAN is just one measure of progress.

Students with documented adjustments through an Individual Education Plan (IEP) will have these provisions applied. Families who believe their child may be eligible for adjustments are encouraged to contact their Year Level Leader.

We appreciate the support of our families as we work together to ensure students feel confident and prepared.

Phoebe Allen and Andrea Ganotis
Leading Teachers of Curriculum – Years 7–8 and Years 9–10

“We had a part-inspirational-speaker-part-DJ to teach us some ways to organise ourselves throughout our VCE journey”. Grace Moar, 10C

“It was interesting learning that studying smarter can actually change how your brain holds onto information”. Tully DICK, 10C

Our Year 10 and Year 11 students will participate in a Study Success Seminar Day, featuring a variety of engaging and practical sessions throughout the day.

A highlight of the program will be an external provider delivering a specialised workshop designed to reinforce effective study skills and evidence-based learning strategies. These sessions will equip students with practical tools to strengthen their organisation, revision techniques, time management, and exam preparation as they transition into and progress through Senior School.

This dedicated day reflects our ongoing commitment to supporting students in developing the habits and strategies needed for academic success and confidence in their senior years.

Hear what our students had to say about the day:

“The Study Success Seminar allowed me to understand why I kept on forgetting the knowledge I had learned in previous  classes. I also learned how to manage my time effectively and to set achievable goals.” Egbert ZHU, 10F

The study success day was a very valuable and fun experience for everyone involved. In our morning sessions, we worked on our hugely helpful ‘my learning growth’ tool, a tracker for our attendance, marks, learning behaviour reports and goals. Then we got into smaller groups within our tutor groups and competed against each other in trivia rounds for clues to help redeem a delicious prize. In periods 3 and 4 we had a part-inspirational-speaker-part-DJ come in from Success Integrated to teach us some ways to organise ourselves throughout our VCE journey.  For lunch, we were provided with a tasty lunch from a student run sausage sizzle and an icy pole to combat the summer weather. In our last period we worked on acquiring certifications for the upcoming work experience program at the end of term 2. Overall, it was a great experience and gave us some helpful tips going forward in our VCE careers – Grace Moar, 10C

The presenter wasn’t just talking to us, he explained how our brains actually work and how we can strengthen the pathways in them to make learning easier. He showed us that the more we practise and revisit information, the stronger those pathways become, which makes it easier to remember things later on. He also gave us practical study tips, like breaking work into chunks, actively recalling information instead of just rereading it, and setting up better habits so we don’t leave everything to the last minute. It was interesting learning that studying smarter can actually change how your brain holds onto information. Overall, the day was really useful, especially the session about how to improve memory and build stronger brain pathways. It gave me a better understanding of how to study properly going into VCE –Tully Dick, 10 C 

On Wednesday 18 February, our Student Leadership team gathered at the Hawthorn Arts Centre for their first leadership workshop, accompanied by Ms. Ruberto, Ms. Cunningham and Ms. Burke. This was a particularly special occasion, marking the first time the group came together following the election of our Junior School Leaders. It was inspiring to see so many motivated students, ready to collaborate and lead with purpose.

The day began with engaging team-building activities, including the challenge of arranging themselves in birthdate order without speaking. This task highlighted initiative, teamwork and creative communication. Ms Ruberto then guided students through the development of their own personal trademark statements, encouraging them to reflect on the values and motivations that shape their leadership.

Students later met in their action groups; Philanthropy, House Spirit, Sustainability, Community, Extracurricular, and Wellbeing and Inclusion, to begin planning exciting initiatives such as Relay for Life, sustainability competitions, new clubs, and redesigning house banners. A very successful start to an exciting year ahead for our growing leadership team!

Year of the Horse Celebration

A special time of year has arrived for many families across East and Southeast Asia. This New Year celebration marks a fresh beginning and offers an opportunity to reconnect with family, reflect on the past year and look ahead with hope. As it follows the lunar calendar, the date changes each year, and celebrations often continue for around two weeks. The season focuses on renewal, kindness and good wishes for the year ahead, with homes decorated, meals shared and traditions observed to symbolise luck and positivity.

In this spirit, on 17 February our school community came together to celebrate the Year of the Horse. Students and staff enjoyed cultural activities including a calligraphy station, where many had the opportunity to write traditional characters. Tea was shared and red envelopes were distributed, prompting thoughtful conversations about the meaning of the celebration across different cultures.

The event was a joyful and meaningful way to recognise the diverse cultural backgrounds within our school and to begin the year with a shared sense of connection and optimism.

Welcome Lunch for New International Students

On 16 February, we warmly welcomed new international students from Cambodia, China, Sri Lanka and Vietnam. Mr Pritchard and Ms Price shared words of welcome and encouragement as students begin their journey at our school. An Aussie lunch experience followed, with Ms Mills demonstrating how to prepare Vegemite on toast, prompting laughter and some brave first tastings. Students also sampled classic Australian favourites including party pies, sausage rolls and lamingtons.

The welcome lunch coincided with the New Year, which is celebrated across many Eastern and Southeast Asian countries. To honour this tradition, each international student received a red envelope presented by Mr Pritchard and Ms Price.

The event provided a relaxed and supportive introduction to school life, helping students feel welcomed, valued and connected to their new community.

Jean Zhang

International Student Program Coordinator

Our Swimming Carnival was a vibrant and memorable celebration of sport, spirit and community. The pool was alive with outstanding performances, including a number of impressive swims and several new school records that made the day even more special.

Beyond the pool, the energy continued as students tested their aim in Finska, showcased sharp reflexes and teamwork in spikeball, and demonstrated skill and strategy in pétanque. These novelty events added another layer of excitement to the day, ensuring there was truly something for everyone to enjoy.

Creativity was also on full display during our fashion contest, where students proudly represented their houses in colourful and imaginative outfits. The effort and house pride on show turned a great day into an unforgettable one.

The carnival concluded with our much-anticipated house chants, as each house rallied together in a spirited and passionate showdown. The noise, unity and enthusiasm perfectly captured the essence of the day.

Thank you to everyone who participated, whether competing, dressing up, cheering or supporting from the side lines. It was a fantastic day that truly reflected our strong sense of community and school spirit.

Our Inclusion Team

We are fortunate that our Inclusion Team has expanded this year!

The team includes:

• James Dunn – Inclusion Coordinator
• Riva Dhingra – Education and Wellbeing Support
• Mariah Cantone – Education Support
• Tim Coad – Education Support
• Sonja Sampieri – Education Support
• Anna Naylor – Learning Specialist: Wellbeing & Inclusion
• Dannielle Gibson – Assistant Principal

Our focus is ensuring every student has access to reasonable adjustments to help them succeed. These adjustments are determined through evidence-based data and communicated via Individual Education Plans (IEPs), which are accessible on Compass.

Our Education Support staff work across classes to support students as needed. They collaborate closely with teachers to communicate effective adjustments and share observations that strengthen inclusive practice.

We are proud of the work we do and remain committed to embedding high-quality inclusion practices across the school.

What’s Happened in the Inclusion Space

International Day of People with Disability

Towards the end of last year at Auburn High School, our Inclusion space came alive as we proudly recognised International Day of Persons with Disabilities. The day was designed not only to raise awareness, but to spark meaningful conversations about empathy, access, and belonging within our school community.

Students actively participated in a series of hands-on challenges that encouraged them to step outside their comfort zones and experience learning from a different perspective.

A highlight was Blindfold Pictionary, where students attempted to draw while unable to see, relying solely on verbal guidance from their peers. The activity sparked both laughter and meaningful reflection on trust, communication, and the importance of clear instructions.

The Blindfold Challenge invited students to complete simple tasks without sight, prompting deeper conversations about accessibility and how environments can either empower or restrict independence.

The Non-Dominant Hand Colouring activity encouraged students to use their weaker hand, helping them experience the frustration, patience, and persistence required when fine motor skills are limited.

Additional activities focused on communication differences and problem-solving with modified instructions, reinforcing how thoughtful adjustments and inclusive practices can make a significant impact.

While fun and engaging, these experiences created powerful moments of insight, empathy, and genuine discussion across year levels.

Laughter, curiosity, and thoughtful dialogue filled the space as students shared reflections with peers and staff. Many spoke about gaining a deeper appreciation for resilience, patience, and the importance of inclusive design in everyday school life.

Most importantly, the day reinforced a core message: inclusion is not just about awareness – it is about action, understanding, and ensuring every member of our community feels seen, supported, and valued. At Auburn High School, inclusion is deeply embedded within our DARE values, guiding the way we learn, lead, and support one another every day.

Towards the end of last year at Auburn High School, our Inclusion space came alive as we proudly recognised International Day of People with Disability. The day was designed not only to raise awareness, but to spark meaningful conversations about empathy, access, and belonging within our school community.

Students actively participated in a series of hands-on challenges that encouraged them to step outside their comfort zones and experience learning from a different perspective. A highlight was Blindfold Pictionary, where students attempted to draw while unable to see, relying solely on verbal guidance from their peers. The activity sparked both laughter and meaningful reflection on trust, communication, and the importance of clear instructions. The Blindfold Challenge more broadly invited students to complete simple tasks without sight, prompting deeper conversations about accessibility and how environments can either empower or restrict independence. The Non-Dominant Hand Colouring activity encouraged students to use their weaker hand, helping them experience the frustration, patience, and persistence required when fine motor skills are limited. Additional activities focused on communication differences and problem-solving with modified instructions, reinforcing how thoughtful adjustments and inclusive practices can make a significant impact. While fun and engaging, these experiences created powerful moments of insight, empathy, and genuine discussion across year levels.

Laughter, curiosity, and thoughtful dialogue filled the space as students shared their reflections with peers and staff. Many spoke about gaining a deeper appreciation for resilience, patience, and the importance of inclusive design in everyday school life.

Most importantly, the day reinforced a core message: inclusion is not just about awareness — it is about action, understanding, and ensuring every member of our community feels seen, supported, and valued. At Auburn High School, inclusion is deeply embedded within DARE values, guiding the way we learn, lead, and support one another every day.

What’s Ahead in the Inclusion Space

• Continued refinement of Individual Education Plans to ensure adjustments are specific, measurable, and embedded in classroom practice.
• Ongoing staff professional learning focused on high-impact Tier 2 and Tier 3 supports.
• Launch of our “Adjustment Tip of the Week” – spotlighting practical, classroom-ready strategies that support diverse learners and empower teachers with practical tools.
• Strengthening student voice in IEP development to ensure students feel empowered and involved in their learning journey.

We look forward to continuing to build a culture where inclusion is proactive, purposeful, and visible in every classroom. 

Literacy Initiatives at AHS

In 2026 Auburn High School is continuing to strengthen our literacy program. Our ultimate aim is to cultivate empowering, life-long reading and writing habits for our students. We acknowledge and celebrate the immensely valuable support provided by parents and guardians in guiding our students’ literacy journey during these crucial teenage years. We are constantly reflecting on our practices and looking for ways to refine our approaches.

Firstly, we continue with our ten minutes of silent reading at the beginning of every English lesson in Years 7-9. Additionally, these students have a fortnightly library session, where they read for half an hour and then engage in creative writing activities. With the ongoing challenge of managing young people’s screentime, we are pleased to provide protected reading time in a calm environment.

Secondly, the library is a central feature of our literacy program and continues to boost its profile in the school. The librarian, Shirley Wong, led introductory sessions for students in Years 7-9. She also oversees a range of activities and resources that connect students to local, state-wide and national initiatives, such as Book Week, writers’ competitions, and visiting authors.

Thirdly, we have extended our literacy lessons to Years 7-9. These fortnightly sessions offer a consistent approach to the explicit teaching of precise literacy skills and are aligned to the new Victorian Curriculum 2.0. We have also developed a vertical scope and sequence for these skills, which provides a cumulative approach to developing students’ understanding of grammar, punctuation, spelling, syntax and vocabulary.

Finally, the English team is also strengthening its focus on embedding the Literacy and Language strands of the Victorian Curriculum 2.0 as part of its continued implementation in 2026. Teachers have been creating and modifying new and existing units of work and consulting our vertical alignment to ensure we enhance opportunities for the explicit teaching of literary techniques and linguistics across our English subjects. Some of this work appears in units highlighting new texts to AHS in 2026, including Raya and the Last Dragon and The Bone Sparrow in Year 7; Romeo and Juliet in Year 9, and the new texts of our refreshed Year 10 elective subjects, including Jurassic Park, The Taming of the Shrew, 10 Things I Hate About You, The Hunger Games, The List, Frankenstein, and Black Mirror, as well as the poetry of Sylvia Plath and short stories by Kurt Vonnegut, Ray Bradbury and Ursula Le Guin.

These measures are not only aimed at boosting students’ academic results by the end of their high school journey but also set them up for success in their future learning, employment, and wider civic engagement.

The Auburn High School Library celebrated Library Lovers Day which is on the same day as Valentines Day with a display that includes student’s favourite books. There is also a Blind Date with a Book competition. A variety of fiction books are wrapped up in paper with a brief description of the book attached to the front. Students can choose one book and discover a mystery book to borrow.  In three of the books there are certificates hidden with prizes to be won.

Also in the library there is a display of a new Science magazine called Olya. Olya is published once a month and can be borrowed. Olya was recommended by a current Year 8 Auburn High School student.

The Daily Opening Hours of the Library are:

8:30am

Recess 10:51am to 11:15am,

Lunchtime 1:35 to 1:50pm

3:00 to 4:00pm

Just a reminder that Relay for Life is coming up very soon, so here is some info to spark your interest in joining us!

WHAT IS IT?

Relay for Life is a great event in which people walk laps around the lower oval at AHS to raise money for cancer. You can either get people to sponsor you per lap or just for participation. It’s always a fun way to spend time with your friends while raising money for cancer. There are teams other than Auburn there and there are food vans and music.

WHERE AND WHEN IS IT?

Relay for Life is held on the Lower Oval at Auburn High School on Saturday the 28th of March between 10am and 10pm.

WHY?

Cancer has touched so many lives within our school community in different ways. All donations go to the Cancer Council to support research into treatments and providing information packs on treatments to all Australians affected by cancer. Funds raised can be used to support those seeking treatment to access medical practitioners and transport to local facilities to see a healthcare professional- so, every dollar counts!

HOW DO I SIGN UP?

To sign up as part of the Auburn High School Team, you follow this link: https://www.relayforlife.org.au/register/hawthorn-2026 Or follow this one to create your own team, https://www.relayforlife.org.au/event/hawthorn-2026

Then you select your participation type, donate a small registration fee and then you’re all ready to start raising money and relaying.

WHAT IS A DAY LIKE?

The Relay for Life day starts at 10.00am with an opening ceremony and lap for cancer survivors before everyone else is allowed to start relaying. Each team has to have someone walking at all times. Since the Auburn High School has a lot of team members, you do not have to stay for the entire day but you may choose to. At the event there is also food, live music and games. The day ends at 10.00pm.

We hope to see you there, your Philanthropy Student Leadership Action Group

(Saya, Elea, Tully, Grace M, Serena G, Konstantina and Carol)

We look forward to welcoming you to our school and showcasing our curriculum and vibrant extra-curricular programs in action!

Throughout the evening, you will hear from our Principal Team and Teaching & Learning Leaders, explore our diverse extra-curricular offerings, and enjoy live student performances.

Our Student Leaders will be available to answer your questions and share their experiences, and a BBQ will be provided for a gold coin donation.

Places fill quickly — reserve your spot early!

Dear Parents and Students,

Helen and Chris Pentaris are local business owners of THE FRESH FEAST in Tooronga Road.
They are impressed with the hundreds of Auburn students proudly wearing their blazer past their store to and from School.

492 Tooronga Road Hawthorn East

The Fresh Feast is an iconic store in the local shopping strip.

Until April 2nd there is a 40% discount on Smoothies and Juices to all Auburn High School students wearing their blazer.

Call in and say hello, and buy one of their quality fresh drinks.