As we move through Term 2, our focus remains on strengthening consistent practice across the school while continuing to support high-quality student learning, wellbeing and engagement.

Students have participated in a wide range of curriculum and co-curricular opportunities that have enriched their learning and strengthened their connection to the school community. These experiences have included camps, excursions, interschool sport, music performances, leadership activities, wellbeing initiatives and community events, providing students with valuable opportunities to develop their skills, pursue their interests and demonstrate our PRIDE values in action. Some of the highlights include:

The Year 7 Families Meet and Greet evening began with team-based presentations outlining key Compass features, including guidance on accessing and using the Compass APP to support communication and engagement with the school. Families then gathered in the Theatre for light refreshments and the opportunity to further strengthen connections with other Year 7 families and staff as part of building a strong and connected school community.
Yr 7 Camp Wilkin- In Term 2, Week 2, our Year 7 students attended Year 7 Camp Wilkin in Anglesea, an important part of the school’s transition program focused on building connections, strengthening relationships and developing a sense of belonging within each team. Enjoying wonderful weather conditions, students participated in a broad range of activities including surfing, bushwalking, canoeing, swimming, high ropes, mountain biking and archery. Throughout the camp, students formed new friendships, strengthened existing connections and demonstrated resilience and support for one another as they challenged themselves through new experiences.
Yr 7 Cybersafety Workshop As part of our ongoing commitment to student wellbeing and online safety, our Year 7 students participated in a Cybersafety workshop delivered by Susan McLean. This dedicated student session provided valuable education around the risks and challenges young people face in an increasingly digital world, including the potential real-world consequences associated with the misuse of technology. Initiatives such as this play an important role in proactively equipping our students with the knowledge, awareness and decision-making skills needed to navigate online environments safely, responsibly and respectfully.

Yr 8 Teen Mental Health First Aid Training - We have started to rollout Teen Mental Health First Aid training for all of our year 8 students. This important training is delivered by accredited facilitators, designed to equip young people with the knowledge, skills and confidence to recognise and respond to signs of mental health challenges in themselves and others. Programs such as this play an important role in strengthening help-seeking behaviours, reducing stigma around mental health, and supporting students to look out for and appropriately support their peers, while also encouraging them to seek support from trusted adults and professional services when needed.

Year 8 Murrup Program - This year we launched our new Year 8 Murrup Program, a year-long wellbeing and personal development initiative designed to strengthen connection, confidence and resilience during this important stage of adolescence. Murrup, a word from the Woi-wurrung language of the Wurundjeri people of the Kulin Nation meaning “spirit,” reflects inner strength and connection to others, culture and community. This aligns closely with the College’s PRIDE values and our commitment to supporting students to care for themselves, each other and the wider community. Delivered in partnership with Realign, the program supports students to build perseverance, respect, integrity, and an appreciation of diversity, while developing confidence and a strong sense of self.

The Murrup Program is delivered across four full days throughout the year, with one day each term. Each day focuses on a key theme and includes engaging, structured experiences: (Term 1- Day 1) Connection and Community; (Term 2 -Day 2) Emotions and Empathy; (Term 3-Day 3) Identity and Wellbeing; and (Term 4- Day 4) Confidence, Culture and Belonging. Here are some student responses when asked, “What is one thing you’re taking away from the program?”
“Be a kind person and keep going even when life gets harder.”
“How putting in a bit more effort goes a long way.”
“You never know what someone is going through.”
“Things that you think are small actions can have a big effect on someone else.”
“Kindness is important.”

Year 8 is a pivotal time as students navigate changing friendships, increasing expectations and a developing sense of identity. The Murrup Program has been designed to strengthen connection and belonging within the cohort, support positive relationships and behaviour, and equip students with practical strategies for emotional regulation and resilience. It complements classroom learning and existing wellbeing supports, providing students with skills they can apply both within and beyond the school environment.

Year 9 students attended the Road to Zero program at Melbourne Museum, which focused on educating young people about critical road safety issues and the factors that contribute to road trauma. Through immersive experiences and a virtual reality learning session, students explored the impact of driver behaviour, speed and friction on stopping distances, reinforcing the importance of making safe and responsible decisions around roads and vehicles.

Year 9 students participated in an excursion to the Melbourne Holocaust Museum, as part of the Holocaust education in the Humanities subject. In the Victorian Curriculum 2.0, this content is specifically taught within the Australians at War (1914–1945) World War II investigation. As stated in the Holocaust Education policy from the Department of Education, this curriculum, “Builds understanding of a major historical event and helps students recognise the impacts of prejudice, discrimination, and human rights violations, supporting them to become informed, responsible citizens. Holocaust education is historical learning that also helps prevent racism and discrimination. It is not about religion or political views. Antisemitism is taught as one form of discrimination among many, and the focus is not on current conflicts but on helping students recognise and challenge hatred.” This learning is an important part of developing respectful, informed and empathetic young people who contribute positively to an inclusive and cohesive school and broader community.

Year 10 Work Experience - This term, Year 10 students completed a week of work experience, providing valuable opportunities to develop workplace skills, build confidence, explore career interests and gain insight into future education and employment pathways. Prior to their placements, students participated in the Kickstart program, which included career development sessions designed to support them in exploring future pathways and preparing for the workplace. Together, these experiences will assist students to make informed decisions about their future studies and career pathways as they engage in VCE course counselling next semester.
VCE Art & Technologies- VCE students attended the TOP Designs 2026 exhibition and the Museum of Australian Photography to deepen their understanding of folio development, the design process and VCE assessment tasks, while gaining inspiration and insight through exhibitions, guided tours and conservation learning experiences.

Senior music students from Years 10–12 attended the Top Class Music concert, which celebrated outstanding VCE and VCE VET music performances from the Class of 2025 while providing valuable insight from chief assessors and curriculum experts into achieving success in senior performing arts studies.
Generations in Jazz Camp - A group of 48 students from Years 8–12 participated in an interstate tour to attend Generations in Jazz in Mt Gambier. This event is one of Australia’s leading youth music festivals involving thousands of students and schools from across Australia and New Zealand. The experience provided students with valuable opportunities to perform, collaborate and learn alongside other young musicians, while also participating in workshops and experiencing performances from high-quality ensembles and industry professionals. Participation in events such as Generations in Jazz plays an important role in building students’ confidence, teamwork, performance skills and passion for music, while further strengthening the school’s vibrant performing arts program.
International Student Program Reverb 2.0 -Students in the International Student Program are participating in Reverb 2.0, a three-week program designed to promote understanding of mental health and wellbeing, reduce stigma, and strengthen help-seeking behaviours. Delivered through a peer-supported approach, the program aims to build students’ confidence and provide practical strategies to support wellbeing. Reverb 2.0 is a partnership initiative between young multicultural people, the Centre for Multicultural Youth (CMY) and Headspace.
Interschool Sport Our Year 7–12 students continue to actively participate in interschool sport competitions, including Netball, AFL, Badminton, Soccer and Baseball. These opportunities support students to develop teamwork, resilience and school connectedness, while promoting positive wellbeing and school pride.
Young Men’s workshop- Twenty-four students from Years 9, 10 and 11 are participating in a new four-week program delivered in partnership with Headspace, aimed at supporting young men to build confidence, strengthen communication and relationships, and develop practical strategies for managing challenges. The program provides students with opportunities to connect with peers in a supportive environment while developing skills that can positively impact their engagement and wellbeing across school, work, sport and other personal interests.
Debating Club - Thirty-four students from Years 9 to 12 are participating in the debating program, which supports the development of confidence, public speaking, critical and creative thinking, and social awareness. The program also strengthens skills that are transferable across all curriculum areas and aligns with the Victorian Curriculum capabilities, including ethical, intercultural, personal and social learning. Mr Bassios was pleased to report a strong result in an earlier debating round, with seven of the eight teams achieving a win.

ANZAC Day honours the service and sacrifice of all Australians who have fought in wars, conflicts, and peace operations. Held annually on April 25, it marks the anniversary of the 1915 Gallipoli landings, commemorating the foundational ANZAC spirit of courage, mateship, and resilience. The Strathmore Secondary College Junior Choir recording of ‘In Flanders Fields’ was included in the ANZAC Day ceremony in Moonee Valley, held in Queens Park. It was a privilege for our students to contribute to this significant community commemoration and to honour the service and sacrifice of those who have served our nation.
IDAHOBIT (International Day Against Homophobia, Biphobia, Intersexphobia, and Transphobia) is celebrated annually on May 17. The 2026 global theme is "At the heart of democracy," emphasizing that democratic societies must be grounded in justice, representation, and freedom for everyone regardless of sexual orientation or gender identity. The Wellbeing team and student leaders organised a series of activities during the week, beginning with a PRIIDE trivia event with Moonee Valley Youth, followed by movie screenings and badge making activities during lunchtimes. These events provided valuable opportunities for students to promote inclusion, celebrate diversity and contribute to a school community where everyone feels respected, safe and a sense of belonging.
National Sorry Day (May 26) is an annual day of remembrance and healing, commemorating the anniversary of the 1997 Bringing Them Home report. It is a day when we acknowledge, honour, and raise awareness of the Stolen Generations - Aboriginal and Torres Strait Islander children who were forcibly removed from their families, communities and cultures.
Our student leaders delivered a school wide speech, covering the 1997 Bringing Them Home report and the 2008 formal apology from Prime Minister Kevin Rudd to Australia’s Indigenous peoples, particularly the Stolen Generations, on behalf of the nation at Australian Parliament House. They recited the following lines from this speech:
‘For the pain, suffering and hurt of these Stolen Generations, their descendants and for their families left behind, we say sorry.
To the mothers and the fathers, the brothers and the sisters, for the breaking up of families and communities, we say sorry.
And for the indignity and degradation thus inflicted on a proud people and a proud culture, we say sorry.’

The final part of the student leader address reflected on the 2026 theme “From Sorry to Action” and encouraged all the school community to, “Actively seek out indigenous perspectives to enrich your own lives and expand your empathetic understanding of Australia’s past. Let’s honour National Sorry Day in the right way and promote awareness and action into the future.”

National Sorry Day provides an important opportunity for our students and wider school community to deepen their understanding of Australia's history, reflect on the ongoing impact of past injustices, and strengthen our collective commitment to reconciliation, respect and meaningful action.

Disability Inclusion initiative

Disability Inclusion is part of the Victorian Government’s approach to inclusive education, providing additional support for students with disability and diverse learning needs in Victorian government schools. As part of this work, Strathmore Secondary College started working with an Inclusion Outreach Coach this term and will continue this partnership until the end of the year to further strengthen inclusive practices across the school. Inclusion Outreach Coaches are specialist educators who support schools to build staff capability, confidence and knowledge in creating inclusive learning environments through whole-school, evidence-based approaches.

Professional Learning

Staff have continued their work in curriculum planning, literacy improvement and the implementation of predictable classroom routines, helping to create a positive, supportive and productive learning environment for all students.

During a recent staff meeting, all teaching and ES staff completed the annual Child Safe Standards and Anaphylaxis training. Undertaking this training each year is an important part of ensuring staff maintain up-to-date knowledge and understanding of their responsibilities in relation to student safety, wellbeing and emergency response, and supports the school in maintaining safe and inclusive learning environments for all students.

Literacy coaching with Misty Adoniou remained a focus this term, with targeted professional learning delivered to each faculty over three days to strengthen student literacy outcomes and address identified learning gaps. This important work will continue into Term 3.

We also continued our professional learning series on creating consistent and predictable classroom routines and strategies to support positive teacher–student relationships and establish clear expectations for a positive and productive classroom environment.

I would like to thank our students, staff and families for their ongoing support, commitment and contributions to the life of the college. The wide range of learning opportunities, events and achievements highlighted in this newsletter reflect the strength of our school community and our shared commitment to student growth, wellbeing and success. We look forward to building on this throughout the remainder of the year.

Kind regards,

Sue Prosenica

Principal

Year 10 Design and Technology- Timber