Deputy Principal

Introducing Letter Grades to Semester Reports

At St Pat’s, we are committed to maintaining high standards of communication and fostering strong partnerships between the College, parents, and students. 

We understand that timely feedback and strong parental communication enhance student engagement, motivation, and achievement. We recognise the importance of ensuring our reporting processes reflect these principles and support every student’s learning journey.

As part of our ongoing efforts to strengthen the way we report on student progress, we’ve made some meaningful changes this year. In Term 1, we introduced a revised approach to reporting on student work habits—an update that has been well received by staff, students, and families alike.

We’re now pleased to introduce an overall letter grade for each subject (excluding Year 7–10 PE, VET, and VCE-VM Studies). These grades will appear alongside individual task percentages in each subject and reflect a student’s performance across all assessment tasks. This enhancement provides clearer, more accessible feedback for families and supports a more consistent understanding of student achievement.

Subject grades will be determined in relation to overall cohort performance rather than fixed percentage bands, offering a more accurate reflection of progress and learning outcomes. This approach aligns with best practice in contemporary assessment and ensures that variations in task design or difficulty are fairly accounted for. The nine grade bands are: A+, A, B+, B, C+, C, D+, D, E.

In line with their specific requirements:

• Year 7–10 PE will continue to use school-developed Achievement Descriptors to report on skills-based performance.
• VET courses will remain aligned with national competency standards, ensuring consistency with external frameworks.
• VCE VM courses will report on outcomes that have been satisfactorily achieved, based on statewide standards.

We will also continue to ensure appropriate adjustments are made for students with Personalised Learning Plans (PLPs), so that all learners are supported and recognised.

These updates represent an exciting step forward in our commitment to meaningful, student-centred reporting—and to working in partnership with families to celebrate growth, guide improvement, and support every student to thrive.

Subject Selection Process – Preparing for 2026

As a school, helping students navigate their learning pathways is a key part of how we support their growth and development. Subject selection is a significant and exciting milestone—one that encourages students to reflect on their interests, strengths, and aspirations as they prepare for the next stage of their education.

We are currently finalising our Subject Information Booklets, which will be shared in digital format during the final week of this term. These resources are designed to provide both students and families with clear and detailed information about the subject offerings for 2026.

We warmly invite all parents of boys who will be in Years 9–12 in 2026 to attend our Subject Information Evening on Thursday 24 July (Week 1, Term 3). This important event will offer valuable insights from key staff about the subject selection process. You’ll also have the opportunity to speak with Heads of Faculty, who will be available to answer questions and provide specialised advice across each learning area.

We are also delighted to introduce Dr Kim Pappaluca as our new Careers and Pathways Coordinator. Kim brings a wealth of experience from secondary education, tertiary settings and industry. She has already begun working closely with students to support them in identifying pathways that align with their individual goals and potential.

Early in Term 3, students will continue to receive guidance through our Pastoral Care program, and there will be opportunities for students and their parents to meet with academic advisors for more personalised support.

Our message to students is clear: ask questions, visit university and TAFE open days, attend careers expos, and take the time to reflect on what energises and inspires you. These are important decisions—but they are also opportunities for growth, exploration, and self-discovery.

We look forward to supporting our students and families throughout this process and helping each learner take the next steps toward a future of possibility.

Exciting New Subject Offerings in 2026

We are delighted to share some of the exciting new subject offerings that will be available to students at St Patrick’s College in 2026. These additions reflect our commitment to broadening learning pathways and responding to student interests, while ensuring all offerings are aligned with quality outcomes and future opportunities.

In Humanities, we will be introducing VCE Politics and VCE Ancient History, both offered initially at Units 1&2 in 2026, with the intention to expand to Units 3&4 in 2027. These subjects have been introduced in response to growing interest and enthusiasm from students in these areas of study.

For students in Year 10 in 2026, we are excited to offer a new Specialist Sports Program, allowing students to focus on one of three streams: basketball, AFL football, or soccer. In addition to sport-specific skill development, all students in this program will engage in theory-based classes designed to prepare them for VCE Physical Education, with content that has been carefully backwards mapped. Entry to this program will be selective, based on clear criteria that consider student effort, behaviour, and academic commitment.

We are also in the final stages of establishing a formal partnership with Federation University to offer VET Agriculture in 2026. This will be the first year of a two-year course, incorporating both onsite and offsite practical learning experiences. Places will be limited to 18 students due to the nature of the program, and we anticipate strong demand. This pathway will complement our VCE Agriculture and Horticultural Studies, which was introduced this year and is already proving a great success.

In the area of Science, we’re pleased to confirm that Year 10 Psychology will now be offered as part of the semester-based core Science options. This change gives students greater flexibility: they may now select Psychology plus one other Science, or choose to study two Sciences plus Psychology.

These new offerings mark an exciting expansion of learning opportunities at the College, and we look forward to seeing how our students engage with these enriching and future-focused pathways.

How Parents Can Support Effective Exam Revision: What Works (and What Doesn’t)

As end-of-semester exams approach, many parents are eager to support their son’s learning—but knowing how to help can make all the difference. While some revision strategies may feel productive, research shows that not all are equally effective when it comes to lasting learning. Here’s a practical guide to support your son in preparing effectively.

What Works:

1. Practice Testing

   One of the best ways to reinforce learning is through regular self-quizzing. Whether it’s flashcards, quiz-style apps, or redoing questions from past exams, actively retrieving information from memory helps strengthen it—and pinpoints areas that need more attention.

2. Spaced Revision

   Helping your son spread his study over time (rather than cramming) can make a huge difference to retention. Short, focused sessions across a week or two are far more effective than long last-minute marathons.

3. Mixed (Interleaved) Practice

   Encourage mixing up topics or types of problems in one study session. For example, switching between Maths and Science topics, or different styles of exam questions, helps build flexible problem-solving skills.

4. Explaining Ideas Aloud

   If your son can explain why something is true or how it fits with what he already knows, he's more likely to understand and remember it. These simple explanations, whether written down or discussed, help deepen learning.

Common (But Less Effective) Habits:

1. Highlighting or Underlining

   Although it’s widely used, simply highlighting text doesn’t lead to deeper understanding unless followed up with more active study strategies.

2. Rereading Notes

   Going over the same material again and again may feel familiar, but it often gives a false sense of mastery. It’s far more useful to close the book and try to recall key ideas unaided.

3. Summarising Without Support

   Summarising can be useful, but only when students know how to do it well. Without guidance or training, it tends to be a time-consuming strategy with limited benefit.

How You Can Help at Home

• Create a calm, quiet space for revision.
• Help plan a weekly study schedule, spreading sessions out over time.
• Offer to quiz your son on key concepts or flashcards.
• Ask reflective questions: “Why do you think that’s true?” or “What does that connect to?”
• Encourage short breaks and healthy routines to maintain energy and focus.

By guiding your son toward strategies that work best, you can help him feel more confident and prepared—not just for these exams, but for lifelong learning.