Assistant Principal 

Dear Parents, Guardians, Carers and Students,

As we begin another busy term, I would like to take this opportunity to celebrate the hard work and commitment of our Year 9 and 10 students. This week, we are holding our Progress Report Award Assemblies, which will recognise students who have shown outstanding dedication to their studies, in particular in their attitude to learning, which rewards students who exhibit stamina, resilience and commitment to their learning. These assemblies are a wonderful way to acknowledge the effort of our students and encourage them to keep striving for success.

Last week, our Year 9 students enjoyed a fantastic excursion to the Werribee Zoo, where they explored the rich diversity of wildlife and ecosystems. It was an amazing day filled with discovery, and the students represented our school with pride and enthusiasm. This week, it’s the Year 10s’ turn, with an exciting excursion planned to Blackburn Lake Sanctuary. This visit will provide them with a unique opportunity to learn more about local biodiversity and environmental conservation.

As always, we will continue to uphold our high expectations regarding student behaviour, punctuality, uniform, and preparedness to learn. It’s important that all students are fully engaged in their lessons, and we will support students in maintaining these high standards right through to the end of the academic year.

Please be aware that there are consequences for students who are consistently late to school. These can be found on the school website in the LSC Student Code of Behaviour. Only students who are consistently late to school are given consequences, and the reason for this is that consistent lateness can impact student learning. 

Below are the reasons we actively discourage student lateness to school and class:  

• Missed Instruction: Late students miss important instructional time, including the introduction of key concepts and class activities that set the tone for the day’s learning. 
• Disrupted Learning Continuity: Being late often means starting in the middle of a lesson, which can make it difficult for students to understand the full context or sequence of topics. 
• Social Anxiety: Walking into a class already in session can create anxiety or embarrassment, particularly in front of peers. This can lead to a lack of focus and increased discomfort in the classroom. 
• Disengagement: Late students may feel disconnected from the class, contributing to lower engagement, which in turn can lead to a lack of motivation and declining interest in learning. 
• Gaps in Knowledge: Frequent lateness can result in gaps in understanding that can snowball over time. Students who are regularly late may struggle to keep up with the material, leading to lower academic achievement. 
• Incomplete Work: Students who are late may miss key parts of assignments, instructions, or deadlines, affecting the quality and completeness of their work. 
• Classroom Disruption: A student arriving late disrupts the flow of the lesson, distracting both the teacher and other students, which affects the overall classroom environment and learning experience. 
• Teacher Time Management: Teachers may need to re-explain or reintroduce content for late students, taking time away from the rest of the class and causing delays in covering new material. 
• Building Student Responsibility: Chronic lateness can foster poor time-management skills and a lack of responsibility, negatively affecting students’ ability to meet deadlines and commitments both in school and later in life. 
• Poor Attendance Patterns: Students who are frequently late are more likely to develop poor attendance habits, which research links to lower academic performance and a greater likelihood of disengagement from school altogether.             
• Feeling Behind: Students who are late may feel they are always playing catch-up, which can diminish their confidence in their ability to succeed. 
• Missed Structure and Transitions: Students who are late miss the opportunity to settle into the day, disrupting the routine that helps prepare them mentally for learning. They may miss instructions on transitions, schedules, or changes to routine, leaving them disoriented and unprepared. 

Thank you for your ongoing support as we work together to ensure the success and well-being of our students.

Jules Ryan

Assistant Principal 

Middle School