From our Principal
Parent Involvement and Student Learning
A substantial body of evidence-based research consistently demonstrates that students achieve stronger learning outcomes when parents are positively engaged in their education. Studies show improved academic achievement, better attendance, increased motivation, and higher completion rates when schools and families work together in purposeful partnership. Importantly, the most effective involvement occurs when parents and schools each contribute their unique strengths.
At St Peter’s College, we see parent involvement as a genuine partnership. Teachers bring professional expertise in curriculum design, pedagogy, assessment, and learning strategies that optimise student growth. Parents, however, know their child better than anyone else — their strengths, challenges, motivations and fears. When this professional knowledge and parental insight work together, students are best supported to flourish.
Opportunities for Parent Voice and Leadership
Parents are invited to contribute formally to the life of the College through participation in the School Advisory Committee. We have recently invited nominations from Cranbourne parents to join this committee, providing an opportunity for parents to contribute to strategic dialogue, offer community perspectives, and support the ongoing development of the College.
Some parents may also be interested in contributing more broadly at a state level through Catholic School Parents Victoria (CSPV). CSPV represents parents of students in Catholic schools across Victoria and promotes parents as partners in education with schools, the Church and the wider community. Through its Council, CSPV advocates for Catholic education, contributes to statewide and national consultations, fosters collaboration between parents and educators, and supports initiatives that strengthen student learning and wellbeing. Membership of the CSPV Council enables parents to bring an authentic parental voice to Catholic education across the state and to play a meaningful role in shaping future directions. Contact the office if you are interested in nominating for this council. [CSPV Counc...April 2025 | Word]
Homework and the Development of Independent Study Habits
Parents can play an important role in supporting students to develop effective homework and study routines. When I speak with our Year 12 students at our House Luncheons about their time at St Peter’s College, one reflection comes up repeatedly: many students feel that they were not well equipped to study independently and that strong homework habits needed to be established much earlier in their schooling.
The introduction of our Homework Policy is a deliberate response to this feedback. It aims to build consistency, support organisation, and gradually develop students’ capacity for independent learning.
Guidelines for the amount of homework are as follows:
Year 7: Up to 1 hour during the school week, plus some time on the weekend
Year 8: Up to 2 hours during the school week, plus at least 1 hour on the weekend
Year 9: Up to 1 hour on four nights during the week, plus at least 2 hours on the weekend
Year 10: Up to 1.5 hours on four nights during the week, plus 3 hours on the weekend
Year 11 (VCE): Up to 2 hours on four nights during the week
Year 12 (VCE): Up to 3 hours on four evenings, plus at least 4 hours on the weekend
If your child claims that they have no homework, please do not hesitate to contact their teacher(s) to clarify what work should — or could — be undertaken.
What Should We Expect of Parents, Guardians and Teachers?
Drawing on research from the Australian Education Research Organisation (AERO), the following guidance helps clarify how homework support can be most effective:
For parents and guardians:
Maintain interest in your child’s learning and ask about what they are working on
Support the development of routines, organisation and time management
Encourage effort, persistence and independence rather than providing answers
Communicate with teachers if homework expectations are unclear or concerns arise
For teachers:
Clearly communicate homework expectations, timelines and purposes to families
Design homework that students can complete independently
Avoid setting tasks that require direct parental instruction or specialist support
AERO research indicates that while communication about assignments and expectations is beneficial, encouraging families to supervise, check, or directly assist with homework does not generally improve learning outcomes. One key reason is that adolescents need increasing independence as they develop autonomy. Differences between how families and teachers interpret tasks, combined with the specialised nature of secondary curricula, can also reduce the effectiveness of parental assistance.
Artificial Intelligence (AI) and Homework
Students can sometimes feel stuck when completing homework, and the temptation can be to give up. When used appropriately, Artificial Intelligence (AI) can function as a personal tutor at home — but only if it is used to support learning rather than replace it.
Effective use of AI includes:
Attempting a question independently before seeking assistance
Submitting a draft response to AI and asking for feedback, not answers
Asking AI how to improve work against clear assessment criteria
Parents are strongly encouraged to discourage the use of AI to simply complete homework. Research and experience both suggest that when students rely on AI to do the thinking for them, learning is significantly reduced. A helpful guiding principle is worth remembering:
Whatever you regularly get AI to do for you, is a skill you will slowly lose.
Used well, AI can enhance learning; used poorly, it can undermine it.
Navigating the Digital Playground
One of the most important ways parents and guardians can support their young people is by staying well informed about the challenges and risks they may face — particularly in the digital world. Online spaces can present complex issues around safety, wellbeing and decision‑making, and young people benefit greatly when the adults around them are confident and informed.
To support families in this area, the College will be hosting a parent information session on Tuesday, 12 May, focused on helping parents guide their children to navigate the digital environment safely and responsibly. While current registrations are modest, the topic itself is of significant importance for all families.
Parents are strongly encouraged to read the article in the Child Safety section of this newsletter, which highlights why this presentation is timely and valuable. We hope many families will take the opportunity to attend and engage in this important conversation.
ANZAC Day
I am pleased to acknowledge the leadership shown by our students in commemorating ANZAC Day. Three of our student leaders — Minh, Antonio and Trisha — joined Ms Karis Dalton and me on Saturday, 25 April to lay a wreath and honour the service and sacrifice of our soldiers, sailors, airmen and women. We are justly proud of the way they represented the College.
Trisha Rednam, Clyde North School Captain wrote the following:
Students and staff proudly represented our school at the recent ANZAC Day Ceremony held in Cranbourne. The event included a march, bringing together local schools and community members to honour the courage, sacrifice and service of Australian and New Zealand soldiers. A highlight of the ceremony was the aerial displays overhead, which added to the sense of occasion and remembrance. Our college also had the privilege of laying down a wreath as a mark of respect. The ceremony concluded with a minute of silence, followed by the playing of the Last Post on the traditional bugle. It was a meaningful experience that allowed us to show our appreciation for the soldiers and the sacrifices they made for us. Lest we forget.
David Hansen
Acting Principal