Assistant Principals' Report

The conclusion of Term 2 marks the halfway point of the school year. For our Year 12 students, this milestone signals that there is now just one term of curriculum and assessment remaining before their final VCE examinations. It has been a vibrant and productive term, with many significant events worth celebrating. Highlights include Athletics Day, Music Camp, the Winter Music Concert, and the Year 9 Duke of Edinburgh Camp. These opportunities have enriched student learning and strengthened our school community. 

Our Careers Program has continued to be a key focus, delivering a wide range of opportunities to support students in identifying and planning their future pathways. This work assists students as they move into their senior years or prepare for life beyond Doncaster Secondary College.  

Year 9 students have recently completed Morrisby Career Profiling and have had the opportunity to participate in the Year 9 Trade Fit Expo, which will support informed subject selections early in Term 3. Our Year 10 students are currently engaged in Work Experience and will return next term with valuable insights and skills to help shape their future directions. The Careers Expo also played an important role this term, providing all year levels with a clear understanding of subject offerings ahead of the 2027 course selection process, which will take place in Week 2 of Term 3. 

Working Together to Support Student Attendance 

At the mid-year point each mini school reviews attendance achievements extensively and we are incredible proud of all students' commitment this year towards improving their attendance. At the mid-year point students who have had more than 10 days of absence are either chronically absent or at risk of becoming chronically absent, we have improved the percentage of students who are in this category at the same time last year by 5% and we are currently 20% ahead of the State for this area of attendance.  

The Department of Education has recently contacted the College regarding students who are either chronically absent or at risk of becoming chronically absent. Families of students identified within these categories will receive a letter in the mail over the break. Where applicable, your child’s attendance data from Semester One has placed them in one of these groups, and we are keen to work in partnership with you to provide support. 

What is chronic absenteeism? 

Chronic absenteeism refers to a student missing a significant amount of school—typically around 10% or more of the school year—for any reason, including illness, family commitments, or unauthorised absences. Over time, even what may seem like occasional days off can add up and have a considerable impact on a student’s learning, engagement, and wellbeing. 

Why this matters: 

• Students with lower attendance are more likely to fall behind academically, particularly in literacy and numeracy. 
• Unauthorised absences tend to have a greater negative impact on learning than authorised absences. 
• The effects of absenteeism build over time—there is no “safe” level of absence where learning is unaffected. 
• Students already experiencing disadvantage are more significantly impacted by missed school, making early support essential. 

We recognise that, in some cases, absences may arise from family holidays taken during the school term. While we do not recommend this—particularly given the potential impact on milestones such as the Year 10 Certificate or successful completion of VCE—we respect that families make decisions based on their own circumstances. Our aim is to ensure these decisions are made with a clear understanding of the potential educational implications. 

It is also important to recognise that ongoing patterns of absence are not typical and may indicate underlying academic, emotional, or wellbeing concerns. Identifying these patterns early allows us to provide appropriate support. 

If you have any concerns about your child’s attendance, or if there are factors impacting their ability to attend school regularly, we strongly encourage you to reach out. Together, we can develop strategies to ensure your child is supported to engage fully in their learning. 

Positive Classroom Management Strategies (PCMS) 

At Doncaster Secondary College, Positive Classroom Management Strategies (PCMS) are a major focus of our approach to teaching and learning.

Positive Classroom Management Strategies (PCMS) focus on creating structured, predictable and supportive classroom environments where all students can succeed. These strategies are grounded in clear expectations, consistent routines and strong relationships between teachers and students. When classrooms are calm, well-organised and focused, students are better able to engage in their learning, build confidence and achieve their personal best. 

Through PCMS, teachers explicitly teach and reinforce positive behaviours, ensuring that students understand what is expected of them in every lesson. This proactive approach reduces disruptions and allows teachers to maximise learning time, while also supporting student wellbeing. An important aspect of PCMS is consistency across the school. When students experience similar expectations and routines in each of their classes, they feel more secure and can focus more fully on their learning rather than adjusting to different environments. 

We know that the most effective learning environments are those where students feel safe, supported and challenged. Our commitment to PCMS ensures that every classroom at DSC is a place where high expectations are combined with strong support, enabling all students to thrive. 

Child Safe Standards 

Child Safe Standards is an important policy and framework for ensuring that we create a school environment that is Safe, welcoming, diverse and considers the needs of a broad range of students and staff who are part of our College Community.  We have zero tolerance for child abuse. 

Every staff member at the College is responsible for the care and protection of children and reporting information about child abuse. The College has a duty of care to provide safe, open and supportive environments that protect our students. 

Creating child-safe school environments is a dynamic process that involves active participation and responsibility by the College, families and our community. It is marked by collaboration, vigilance and proactive approaches across policies, procedures, curriculum and practices. 

Every person involved in the Doncaster community has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people are at the forefront of all they do and every decision they make. 

We have been consulting and upskilling the School College Council with each standard this year and this will continue as the year progresses. Our staff will participate in their annual training of how to maintain the Child Safe Standards through our practice everyday at the College and throughout the rest of the year we will consult our student body to ensure they understand their role in supporting this policy and maintaining a safe and inclusive school environment.  

If you would like to read our polices, please follow this link to our school website.  

Child Safety – Doncaster Secondary College (doncastersc.vic.edu.au) 

Work Experience 

This week, our Year 10 students are participating in work experience, an important opportunity to connect their learning at school with the world beyond the classroom. Work experience allows students to explore different workplaces, industries, and pathways, while developing a deeper understanding of the skills, attitudes and behaviours that contribute to success in adult life. It also helps students begin to make more informed decisions about their future study, training, and employment options. These experiences are valuable because they allow students to see themselves as capable contributors in real-world settings. Through observing, asking questions, and participating in workplace routines, students build confidence, independence, communication skills and responsibility. They also gain insight into the importance of qualities such as punctuality, initiative, teamwork, and resilience. Year 10 teachers have been visiting students onsite, We are proud of the way our Year 10 students are representing themselves and our school community, and we thank the many employers, families and staff who have supported them to take this important step in their future planning.  

Reports 

Semester Reports will be available to families on the 26th June, which have Progress Reports embedded into them, under the heading of ‘Learner Profile.’ These reports should be read in conjunction with teacher feedback on Compass Learning Tasks, to support students and families to have a strong picture of how their student is growing and performing. 

The role of the Progress Reports is to map out a picture of learning behaviours and support students to understand the connection between organisation/effort and learning growth. The Semester Report offers a formal reflection on achievement and learning progress. It is a time for families and students to celebrate successes and reflect on new goals to stay motivated and focused on career pathways. Our students have had an excellent semester, and we are proud of their achievements – they should be proud of themselves as well. 

The table below indicates where students may be, in relation to the Victorian Curriculum Standards and expected levels. 

Year 7 – 10 Victorian Curriculum Levels – Mid Year 

If you have any questions around your reports, please reach out to your year level coordinator when term 3 commences, or to the classroom teacher directly. 

We wish all our students and families a restful winter break. 

Belinda, Kristin, Elisha and Wes 

Assistant Principal Team,