Assistant Principal (9/10) Report 

Report from Assistant Principal VM, Year 9/10

Lyndal Yardas

Welcome back to another exciting chapter at Westall Secondary College!

To our families, students and wider community, thank you for being such an important part of our vibrant college. Whether you are just beginning your journey with us or are a familiar face in our corridors, we are thrilled to share the fantastic learning, growth and opportunities happening across our school.

At Westall, learning is active, purposeful and connected to the real world. From strengthening our assessment and feedback practices in Years 7–10 through the Victorian Curriculum 2.0, to expanding applied learning opportunities in the VCE Vocational Major, our focus is always on helping every student grow in confidence, capability and direction.

We are especially excited to celebrate Harmony Day on Thursday 19 March. This is a wonderful opportunity for our community to come together, celebrate the many cultures that make up our college, and reflect on the values of respect, belonging and inclusion. Harmony Day strongly aligns with the Victorian Curriculum 2.0 Personal and Social Capability, as students deepen their understanding of identity, empathy and intercultural respect.

Strengthening Learning, Inclusion and Pathways at Westall Secondary College

At Westall Secondary College, our approach to assessment, reporting and student wellbeing is grounded in the principles of the Victorian Curriculum 2.0 and the VCE Vocational Major (VM) Study Design. We are committed to ensuring that every student is known, supported and challenged to grow.

Reporting and Assessment: Clarity, Consistency and Growth

Our Assessment and Reporting Guidelines ensure that learning is transparent, purposeful and aligned to the Victorian Curriculum 2.0 achievement standards (Years 7–10) and VCE/VM requirements (Years 11–12).

Years 7–10: Victorian Curriculum 2.0

Students are assessed through:

• Common Assessment Tasks (CATs) – summative tasks aligned to curriculum standards

• Learning Tasks – formative tasks that build knowledge and skills

• Learning Behaviours – Effort, Behaviour, Use of Class Time, Meeting Deadlines, and Homework/Preparation

• Victorian Curriculum levels – based on teacher on-balance judgement across a range of evidence

Our internal grading scale links directly to Victorian Curriculum achievement standards, ensuring families can clearly understand whether their child is working below, at, or above the expected level.

Progress Reports (Terms 1 and 3) focus on learning behaviours, while Semester Reports provide detailed feedback on CAT performance, attendance and curriculum levels.

Years 11–12: VCE and VCE Vocational Major

In VCE subjects, students receive feedback on outcomes (S/N) and graded School Assessed Coursework (SACs).

In the VCE Vocational Major, assessment reflects the principles of Applied Learning. At Westall:

• All graded tasks are titled Essential Learning Tasks (ELTs)

• ELTs use a standardised rubric and a 5-point scale: Excelling, Extending, Achieving, Consolidating, Beginning

• Assessment is valid, equitable and aligned directly to Study Design outcomes

• Students are judged as Competent or Not Yet Competent for outcomes

This ensures rigour while honouring the applied, authentic nature of vocational pathways.

Growing Our Formative Assessment Practice (Yr 7–10)

This year, our staff are undertaking whole-school work to strengthen formative assessment practices across Years 7–10.

Formative assessment reflects the Victorian Curriculum 2.0 emphasis on:

• Assessment for learning

• Assessment as learning

• Clear learning intentions and success criteria

• Timely, actionable feedback

Teachers are collaborating within domains to:

• Develop shared rubrics with observable, measurable criteria

• Ensure consistency in CAT design and feedback

• Make learning conversations visible through Compass

• Support students to reflect, set goals and understand their next steps

This work enhances student agency. Students are increasingly able to articulate:

• What they are learning

• How well they are progressing

• What they need to do to improve

Families can also see real-time progress through Compass, strengthening the partnership between home and school.

Inclusion in Action: Our Growing Inclusion Space

We are proud to continue strengthening inclusive practices across the College. Our dedicated Prayer Room, located in C7, provides students with a safe and respectful space during the school day. Prayer mats are available, and supervised access ensures the space remains calm and supportive.

This initiative reflects our commitment to:

• Cultural responsiveness

• Student voice and identity

• A safe and inclusive learning environment

Aligned with the Victorian Curriculum 2.0 Personal and Social Capability, we believe that students learn best when they feel seen, respected and valued.

Middle School Focus: Attendance and Engagement

We are delighted to celebrate the strong attendance and smooth transition back to school across our Middle School this term. It has been fantastic to see students returning ready to learn, reconnecting with peers and quickly re-establishing positive learning routines.

Regular attendance is directly linked to:

• Improved academic outcomes

• Stronger peer connections

• Greater wellbeing

• Smoother transitions into senior pathways

This positive start reflects the shared commitment of students, families and staff to making learning a priority. Establishing consistent attendance habits in Years 7 to 10 supports students to build the organisation, resilience and independence required for success under the Victorian Curriculum 2.0 and as they move towards senior pathways, including VCE and the VCE Vocational Major.

Our Middle School team continues to work closely with families, sub-school leaders and community partners to:

• Monitor attendance proactively

• Provide early intervention and personalised support where needed

• Strengthen student connection to learning and future pathways

We recognise that engagement is not just about being present, it is about belonging, challenge and purpose. We thank our Middle School community for such a positive and focused start to the year.

Strengthening Careers and Pathways Partnerships

A core focus across the College is supporting students in their careers and pathways journey.

Through collaboration with:

• Local industry partners

• TAFE providers

• Community organisations

• Employers

we are building authentic learning opportunities that connect classroom learning to real-world futures.

In line with the VCE Vocational Major Applied Learning principles, students are engaging in:

• Project-based learning

• Workplace learning opportunities

• Career exploration experiences

• Pathway conversations that begin early in Middle School

Our goal is clear: every student leaves Westall with a strong sense of direction, capability and confidence.

Working Together

Our assessment systems, inclusive practices, attendance focus and pathway partnerships are all connected by one central belief:

Every student can achieve success when learning is clear, inclusive and purposeful.

We thank our families and community for their continued partnership as we strengthen learning, engagement and opportunity for all students at Westall Secondary College.

Best wishes,

Ms Lyndal Yardas

Assistant Principal (Yr 9-10)