The Arrow Term 2, No. 1

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 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

Building a Strong Foundation: The 7 Pillars of Wellbeing at Auburn High

Dear Students and Families,

As we step into term two we are reminded of the importance of taking care of ourselves—physically, mentally, and emotionally. This month observes Mindful in May, IDAHOBIT (17th May) and Men’s Health Week (9th-15th June) —three important moments that invite us to focus on nurturing our wellbeing in ways that support both individual and collective health. And one of the best ways to support our mental and physical health is by focusing on the Seven Pillars of Wellbeing. These pillars are the foundation for building a healthy and fulfilling life. Whether you’re navigating school stress, building stronger connections, or simply looking for ways to feel more balanced, these pillars offer practical tools for enhancing every aspect of your life.

1. Relationships: Building Strong Connections

At the heart of our wellbeing lies the ability to connect with others. Relationships are not just about having people around—they’re about building meaningful, supportive connections that make us feel heard, valued, and understood. Whether it’s with family, friends, teachers, or classmates, positive relationships are essential to feeling emotionally supported. As we reflect on mental health this month, let’s remember that the connections we build contribute significantly to our mental and emotional wellbeing. Sometimes, the simple act of reaching out to a friend or checking in with someone can create a ripple effect of positivity. Strong relationships help us navigate tough times with resilience, making our community even stronger.

2. Self-care: Taking Time for You

Self-care is often misunderstood as something indulgent, but it’s actually a crucial part of maintaining overall wellbeing. It’s not just about relaxation; self-care is about developing habits that support your mental, emotional, and physical health. This might mean setting aside time each day for something that nourishes you, whether it’s taking a walk, practicing mindfulness, or simply getting enough sleep. This month, during Mindful in May, why not try a self-care practice? It could be as simple as 10 minutes of quiet time each day or engaging in a new mindfulness technique to help clear your mind. Self-care is one of the most effective ways to manage stress and keep ourselves feeling balanced. When we take care of ourselves, we’re better able to handle life’s ups and downs with clarity and calm.

3. Health: Fuelling Your Body and Mind

It’s easy to overlook our physical health when we’re busy with schoolwork, social events, and everything else on our plate. But taking care of our bodies is foundational to feeling good mentally and emotionally. Regular exercise, healthy meals, and good sleep are key to maintaining both physical and mental health. When our bodies are taken care of, our minds have the space to focus, create, and engage with the world around us. Every now and then, take a moment to consider how your physical health contributes to your overall wellbeing. Pausing on time to reflect will help your body guide you in areas it needs attention. After all, when we feel physically energized, we have more to give to ourselves and the world around us.

4. Resilience: Bouncing Back Stronger

Resilience isn’t just about bouncing back from setbacks; it’s about growing from them. Life is full of challenges—whether it’s stress from school, personal struggles, or big changes in our lives. Resilience helps us not only cope with these challenges but learn from them, so we can continue

moving forward with strength. As we reflect on IDAHOBIT, let’s recognize that resilience is a shared experience. Every community, including the LGBTQIA+ community, faces its own struggles, but resilience allows us to keep pushing forward toward a more inclusive, supportive world. IDAHOBIT serves as a reminder of the importance of standing up against homophobia, biphobia, intersexism, and transphobia. It encourages us to reflect on how we can all contribute to creating a more inclusive and accepting environment for everyone. The LGBTQIA+ community has shown tremendous resilience in the face of discrimination, and by acknowledging and developing our own resilience, we can better support one another and promote an environment where everyone feels safe to be themselves.

5. Sense of Belonging: Finding Your Place

There’s nothing more important than feeling like you belong. Whether it’s in your school, your friend group, or your family, a sense of belonging gives you the confidence to be yourself and the support to thrive. At Auburn High, we work hard to create an inclusive community where everyone can feel they belong, no matter their background or identity. We are reminded of the importance of making sure everyone feels seen, heard, and respected. It’s not just about inclusion—it’s about actively creating spaces where everyone can show up as their authentic selves. When we embrace diversity, we foster a school culture that supports and uplifts every student.

6. Purposeful Growth: Moving Toward Your Goals

Growth is a continuous journey, and setting goals—whether academic, personal, or social—helps guide us towards a more fulfilling life. Mindful in May offers the perfect opportunity to reflect on your goals and evaluate your progress. Are your goals aligned with your values? Purposeful growth isn’t about achieving perfection; it’s about making steady progress. By practicing mindfulness and reflecting on what truly matters to you, you can set small, achievable goals that create a clear path for personal and academic development.

7. Safety: Protecting Your Space

Feeling safe—both emotionally and physically—is the foundation for all aspects of wellbeing. When we feel secure, we are free to grow and thrive. This is crucial in creating a space where everyone, regardless of background, identity, or beliefs, can express themselves authentically, without fear of judgment or discrimination. Safety means offering support to all, embracing diversity, and ensuring that our community is a place where every individual feels respected, valued, and protected. We all have a role in creating an inclusive environment where everyone belongs. Local and international research shows that positive and inclusive school environments lead to improved academic results, increased confidence, and better attendance at school. At Auburn High, with support from our students, staff and various community stakeholders, we emphasize that discrimination and bullying are never okay and there is always help available. Some sexuality or gender-diverse young people may find it difficult to ask for help. If you or someone you know is struggling and it’s affecting social or school life, it’s important to seek support—whether from a family doctor (GP), a teacher, or school wellbeing team. There are also various online resources such as Minus18 or Switchboard, as well as local youth support groups available. Together, let’s uphold the essence of the pillars of wellbeing and continue to build a supportive, inclusive community at Auburn High, where every individual feels safe, valued, and empowered to thrive.

Student Counsellor,

AHS Wellbeing Team

Inclusion At Auburn High School – We Need Your Feedback!

At Auburn High School, our commitment to fostering an inclusive and supportive learning environment remains steadfast and therefore, we are pleased to inform you about the implementation of the Disability Inclusion model, a significant initiative by the Department of Education Victoria aimed at strengthening support for students with disabilities across all government schools by 2025.

What is the Disability Inclusion model?

The Disability Inclusion model introduces a new approach to supporting students with disabilities, focusing on:

• A Tiered Funding Model: This model provides additional resources to schools, enabling them to deliver tailored support based on individual student needs. It comprises three tiers:
  • Tier 1: Core student learning funding for all students.
  • Tier 2: School-level funding to enhance inclusive practices.
  • Tier 3: Student-level funding for individualized support informed by the Disability Inclusion Profile .

The Disability Inclusion Profile: A strengths-based process that helps identify a student’s abilities and the adjustments required to support their learning. This collaborative approach involves families, educators, and specialists working together to develop a comprehensive understanding of the student’s needs .

Professional Learning and Support: Ongoing training and resources for school staff to build their capacity in delivering inclusive education, ensuring that all students receive the support they need to succeed .

Your Feedback Matters

We value your insights and invite you to share your thoughts on our current inclusive practices. Please take a few moments to complete the following survey:

https://forms.gle/zfXE1T5QiuuwJbeJ6

Your feedback will play a crucial role in helping us enhance our support for all students.

Should you have any questions or require further information about the Disability Inclusion model, please do not hesitate to contact me, or have a look at this resource.

Warm Regars,

Anna Naylor

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.

Library

In the library, we’re celebrating Mother’s Day and National Reconciliation Week with two engaging displays. The Mother’s Day Display highlights the origins of Mother’s Day and features inspiring quotes from renowned writers about the significance of mothers. The National Reconciliation Week Display delves into the meaning of Reconciliation, the goals of the week, and the importance of Welcome to Country and Acknowledgement of Country. Both displays include a selection of books that reflect these themes. We invite you to visit the library, explore the displays, and borrow a book to enjoy.

Ebooks & Audiobooks

Students are reminded that WorldBook Online is accessible through the Library Catalogue. EBooks & Audiobooks are available on ePlatform via the AHS Digital Library. This can be accessed by signing into Compass.

1. Go to the star: School Favourites
2. Click on to AHS Digital Library
3. Log in to the Library Catalogue using your Compass numerical Username and Password date of birth (eight digits EG: 12052012).

With thousands of titles available, the ePlatform Digital Library App opens a world of reading. The app is free to download on your devices from the Apple Store or Google Play Store, making it simple and convenient to access a wide range of books anytime, anywhere.

Class set texts are also easily accessible online, ensuring students have everything they need for their studies in just a few clicks.

Explore, download, and enjoy the endless possibilities the ePlatform Digital Library offers!

PRODUCTION CAST ANNNOUNCEMENT

We are thrilled to announce the incredible cast of our upcoming School Production of The Little Mermaid Jnr.!

Thank you to all students who auditioned, we were blown away with the level of talent and enthusiasm displayed!

Get ready to dive into the magical world under the sea with unforgettable characters, incredible music, and a splash of creativity and talent! Stay tuned for more updates – and get ready to be part of our world!

CAST LIST

Ariel- Summer O’Keefe Prince Eric- Pascal Franco Sageman Ursula- Hermione Barrow Sebastian- Alex West Flounder- Alyssa Larkins Scuttle- Aiko Deighton Grimsby- Tully Dick Triton- Ted Harbottle Flotsam- Zara Lienert Jetsam- Madeleine Yates Chef Louis- Leon Polack Triton- Philippe Asselin Mersisters/Princesses- Loulou Lambel, Konstantina Samartzis, Tara Sharrock, Eleanor Carroll, Elea Vagedes, Zoe Rudge Carlotta- Abigail James

Ensemble: Asha Lienert, Alyssa Barnes, Shaurya Chowdhury, Merline Deighton, Angus Dick, Selwyn Greenwood, Audrey Hodges, Humi Keenan, Chris Kerr, Coco Lewis,Vaanika Mali, Hannah Murphy, Leonie Pourchot- Dautun, Liugo Rivoalan, Ria Sharma, Zachary Taylor, Miles Ting, Madeleine Trevaskis, Charles Wiggins,Adrian Yates, Penelope Yates, Ariel Zhang

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

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

Community Infomation & Local Partnerships

La Croissanterie & Co – Since launching a few weeks ago, we’ve been thrilled by the warm support from our local community. Our bakery is quickly becoming a go-to destination for freshly baked pastries, cakes, coffee, and a wide selection of savory baguettes and sandwiches. Given our close proximity to Auburn High School, we’d love offer the below specials for students, parents, and staffs.

• Start-of-Day Program: A 20% discount on all pastries and cakes (including savory items) to make breakfast and lunch more convenient. Plus, any pastry or cake purchase comes with a 50% discount on one coffee. (Available Monday–Friday, 8:00 AM–9:30 AM.)
• School Pick-Up Program: A 25% discount on all pastries and cakes to offer a quick afternoon treat. (Available Monday–Friday, 2:00 PM–3:00 PM.)
• Weekend Sports Program: A 15% discount on all pastries, cakes, and coffee to fuel up before or after games. (Available every Saturday and Sunday.)