Year 9–12 Campus

Sitting for over five long weeks with a ruptured Achilles tendon at least gave me the opportunity to delve into some key developments shaping the future of education. One of the most exciting is the gradual rollout of the Victorian Teaching and Learning Model (VTLM) 2.0, which aims to transform how our young people think, learn, and engage in the 21st century. 

We are fortunate at Sandringham College to be closely connected—and ahead—in this work through Amy Porter’s role as Principal in Residence at the Victorian Academy of Teaching and Leadership over the past 12 months. This puts us in a strong position to lead in this space.

Part of the challenge—and opportunity—facing schools today lies in the rise of social media and artificial intelligence (AI). These technologies are reshaping how students access information, connect with others, and approach their learning. But with new tools come new responsibilities.

In recent weeks, we’ve already seen instances where AI has been misused by students—for example, submitting assignments written entirely by ChatGPT. This is a serious breach of our academic integrity policy and rules set by the VCAA, and has unfortunately resulted in students receiving zero for tasks due to cheating. It's a tough consequence, but one that reflects how important it is to learn honestly and responsibly.

AI can absolutely be a helpful support when used appropriately. It can clarify a concept, generate study questions, or help check grammar in a draft. These functions can reinforce understanding and build confidence when students use them to enhance their own thinking. However, AI should never replace the thinking, effort, and voice of the student. Over-relying on AI not only undermines genuine learning—it can also compromise a student’s credibility and affect their long-term success. 

The goal is for students to use these tools to support their learning, not to avoid it.

This is where partnership with families becomes so important. At Sandringham College, we are committed to guiding responsible AI use, but support at home makes a significant difference. Together, we can help students develop a clear understanding of what ethical and appropriate AI use looks like. We can encourage them to ask for help when they’re stuck, rather than turning to a quick shortcut, and we can reinforce the importance of integrity, effort, and the long-term value of learning through challenge and growth.

We will continue guiding students at school, but support at home makes all the difference. If you have questions or concerns about how AI is being used at school—or how to support your child in this area—please feel free to reach out.

Year 9 & 10 - Ned Vasey

Term 2 has been full of challenge, success, growth and opportunity for our Year 9 and 10 students. If Term 1 was about finding our feet at the new campus, Term 2 has been about establishing the roots and getting down to the business of developing our skills, knowledge and confidence across all aspects of school life.

However, as we have approached the conclusion of Term 2, out attention has shifted towards next year and considering what pathway may be ahead of us. Over the last week both the Year 9 and Year 10 cohorts have attended assemblies to hear about their subject and pathway options for 2026. They have learnt about the difference between VCE and VCE-VM, the challenges and opportunities of completing a VCE subject a year early and all the different subject options that Sandringham College offers them in Year 10 and 11.

For our Year 9 students, Year 10 offers even more choice and agency in the subjects they study, whilst our English and Maths pathways allow them to narrow their focus in these key areas with an eye to VCE. Student also have the opportunity to consider beginning a VCE subject a year early by completing a Unit 1&2 subject in Year 10, with those students who are interested in this being required to submit an application via the Microsoft Form posted here and on Compass. 

As for our Year 10 students, a successful work-experience week is now in the rear-view mirror and now is the time to make some big decisions - VCE or VCE-VM? A Unit 3/4 subject in Year 11? Which English and Maths should I choose? What do I need for my future? These questions came seem daunting and difficult to answer, but through the Subject Expo and course counselling sessions we aim to support every single student in making an informed and considered decision, reflecting their strengths and interests, whilst also ensuring their pathway is open for them to step into after their journey with us comes to an end.

It is truly an exciting time for our Year 9 and 10 sub-school, and I wish every student all the best in making these important and exciting decisions over the next few weeks.

Year 11 & 12 - Olivia Grant

As Term 2 draws to a close, I want to take a moment to reflect on and celebrate the remarkable efforts of our Year 11 and 12 students. One of the clear highlights this term was the way our senior students approached the GAT. The preparation, focus, and resilience shown in the lead-up to the exam was outstanding. Whether it was revision sessions, quiet determination in the library, or simply the calm, mature attitude displayed on the day, I couldn’t be more impressed.

Another standout moment came during the Athletics Carnival, which was bursting with energy, colour and spirit. It was incredible to see so many of our senior students lead the way with our new revived house event, not only participating with enthusiasm, but also bringing such fun and creativity to the event. The costumes were next level – from Minions to Dr Seuss ‘Things’ – and the sense of camaraderie and house pride was infectious. It was a reminder of just how vibrant and united this cohort is, even as they juggle the demands of VCE.

This term we also proudly celebrated IDAHOBIT Day, honouring our LGBTQI+ community and standing together against discrimination. The day was filled with colour, conversation, and connection, and it was inspiring to see so many students showing their support and allyship. A special mention also goes to our Year 11 VCE-VM class, who organised a footy match to raise awareness for men’s mental health. Their initiative, leadership and passion for such an important cause demonstrated the impact that thoughtful student-led action can have on our school culture.

We were also treated to some truly outstanding performances at our VCE Music Night. The talent on display was nothing short of inspiring, and the confidence and poise shown by each performer was a testament to their dedication and hard work. 

Aside from activities outside the classroom, what’s really struck me this term is how committed this group of students is to their studies. So many teachers have commented to me that this is one of the hardest-working senior cohorts we’ve ever had — and I absolutely agree.

As we head into the holidays, I encourage all of you to rest, recharge and reconnect. You’ve earned it. Take time to sleep, enjoy the outdoors, see friends, and do the things that make you feel good. But also, leave time to get the homework completed, and hold on to the momentum — Term 3 is a big one, and it's an opportunity to keep striving for personal bests, to grow, and to finish strong. A huge thank you to our VCE teachers, whose tireless support, care and expertise make all of this possible. Congratulations to all on an incredible term — I couldn’t be more proud.