Principal's Report

Term 3 

All students are active participants in a learning culture that promotes academic excellence and personal development through a diversity of challenging experiences.  

VISION

“Working together, learning together” – Working together to enable all students to achieve their potential and become confident, effective learners who contribute productively to society.

ACKNOWLEDGEMENT OF COUNTRY

Doncaster Secondary College Council acknowledges the Wurundjeri Woi Wurrung people as the traditional custodians of the land now known as Manningham. The land on which Doncaster Secondary College is situated. 

 

We pay our respects to Wurundjeri Elders past and present and value the ongoing contribution to the cultural heritage of Manningham. 

 

We pay our respects to all cultures and members of our community. Our diversity in all its forms enriches our school and plays a significant role in preparing our students for life in the broader community.

Celebrating Outstanding Literacy and Numeracy Growth in Year 9

At Doncaster Secondary College, we are thrilled to celebrate the exceptional academic achievements of our Year 9 students in literacy and numeracy. This year, our students have demonstrated remarkable growth, with 38% achieving high growth in numeracy and 37% in reading. These figures significantly exceed the benchmarks set by similar schools, our network, and the state, highlighting the strength of our educational programs and the dedication of our students and staff.

What makes this achievement even more impressive is that our Year 9 cohort is outperforming students from schools with higher Student Family Occupation and Education (SFOE) indices, which is the number one factor impacting student academic growth and achievement. This outstanding performance speaks volumes about the focused improvement work we are doing in our Junior School. It aligns perfectly with our Junior School vision: "At Junior School, we will shape all our Junior School students to be positive and resilient learners who have the literacy, numeracy, and personal and social capabilities required to be successful in the future."

This success is not achieved in isolation. It is the result of a strong partnership between home and school. We extend our heartfelt thanks to the parents and carers who have supported their children’s learning journey. Your involvement has been crucial in creating a learning environment that fosters growth and excellence.

Moreover, our students' success is also linked to our focus on maintaining high attendance rates, which are above similar, network, and state benchmarks. Regular attendance is a key factor in academic achievement, and our commitment to building a positive climate for learning is paying dividends. By promoting a positive and engaging school environment, we are not only boosting academic performance but also contributing to the long-term health and wellbeing of our students.

As we celebrate these achievements, we remain committed to our vision and to continuing the work that ensures all our students are equipped with the skills and resilience they need for a bright and successful future. Congratulations to our Year 9 students, their families, and our dedicated staff for this outstanding accomplishment!

Strengthening Student Wellbeing and Engagement at Doncaster Secondary College

At Doncaster Secondary College, we are proud to report that our students' attitudes towards school are a shining example of the positive environment we strive to create. In numerous key areas, including School Safety Factors, Advocacy at School, Managing Bullying, Respect for Diversity, Effective Classroom Behaviour, Stimulated Learning, and many more, our students consistently rate their experiences higher than those in similar schools. These areas are critical to student wellbeing and academic success, and our strong performance reflects our unwavering commitment to fostering a positive and inclusive school culture.

This success is the result of our whole-school approach to wellbeing, which is deeply embedded in our practices as a Respectful Relationships (RR) lead school. Our strategic vision is clear: we aim to develop learners who are self-aware, respectful of diversity, and able to navigate social relationships. This vision aligns seamlessly with the Education State’s "Happy, healthy, and resilient kids" targets, which emphasize that schools should be positive, nurturing environments where children develop confidence, social skills, and healthy life habits.

At Doncaster Secondary College, our commitment to wellbeing extends beyond words. We offer comprehensive Tier 2 and 3 interventions to support our students’ mental health and wellbeing. As part of our ongoing efforts to enhance these supports, our mini-school leaders prioritise the refinement of processes and procedures, ensuring that we continue to meet the diverse needs of our students. Everyone in our community deserves to be respected, valued, and treated equally. We know that lasting changes in attitudes and behaviours can be achieved when positive attitudes, behaviours, and equality are embedded in our education settings. Our ongoing work with Respectful Relationships (RR) is central to this effort. By embedding a culture of respect, inclusion, and equality across our entire community, we are seeing positive impacts on students' academic outcomes, mental health, classroom behaviour, and relationships between teachers and students.

At Doncaster Secondary College, we are committed to continuing our journey toward creating a school environment where every student feels safe, respected, and empowered to succeed. We look forward to building on these achievements and ensuring that our students continue to thrive academically, socially, and emotionally.

Celebrating the Performing Arts at Doncaster Secondary College

We are thrilled to share the outstanding achievements of our Junior and Senior Jazz bands, who recently performed at the Hawthorn Arts Centre as part of the Victorian Schools Music Festival. This marks the first time since before COVID that we have entered jazz bands in the festival, making their success all the more significant. We are incredibly proud of their efforts, which culminated in each band earning a prestigious silver award and gaining invaluable experience in the process.

Our Junior Jazz band, led by the talented Basil Byrne, consisted mainly of Year 8 and 9 students who have only been playing their instruments for one and a half to two and a half years. Despite being relatively new to their instruments, these students took on the challenging task of performing in the jazz style—a huge learning curve for any musician. Their performance received numerous encouraging comments from the judges, and their growth in such a short time is truly commendable.

The Senior Jazz band, under the guidance of Andy O'Connell, showcased a small ensemble for the big band style but delivered a powerful performance, thanks to a solid rhythm section and the fabulous Abbey M on solo Alto Saxophone. These students have shown remarkable dedication and growth, and they should be congratulated for their exceptional efforts.

In addition to our success in music, Doncaster Secondary College proudly presented the 2024 school production of A Midsummer Night's Dream. This classic William Shakespeare comedy, filled with magic, mirth, and mayhem, transported audiences to a world where fairies meddle in human affairs, lovers get lost in an enchanted forest, and hilarious misunderstandings lead to unexpected twists and turns. Our cast and crew poured their hearts into this production, ensuring an unforgettable and spellbinding theatrical experience for all who attended.

We also recently hosted a DSC Talent Show that proved to be a significant success, thanks in large part to the leadership and dedication of our student leaders. This remarkable event provided a platform for students and staff alike to showcase their talents, express their individuality, and foster a strong sense of community across the school. One of the most notable aspects of the talent show was the courage displayed by participants, who stepped out of their comfort zones to perform in front of an audience of more than 300 peers and colleagues. The atmosphere was one of encouragement and support, reflecting the inclusive and positive culture that our school community continues to nurture. This event also highlighted the power of student leadership in bringing our school community together. The sense of connectedness and the celebration of diverse talents are a testament to the efforts of our Student Representative Council (SRC). Their work this year has been outstanding, and this talent show stands as a shining example of their impact.

The talent show was not just an enjoyable event but also a demonstration of the positive influence of our student leaders on the broader school environment. The principal team extends their sincere gratitude to the SRC and all those involved in making this event a resounding success. As we continue to celebrate the achievements of our students in the performing arts, we look forward to more opportunities to showcase the incredible talents within our school community. Congratulations to all involved for your hard work, dedication, and passion!

Curriculum Day Review

Curriculum Day had a focus on Inclusivity, this focus was intentional in looking at how we design the culture of our classrooms and the curriculum we develop to be inclusive for all learners at Doncaster Secondary College. The day was designed in three parts to maximise the opportunity for staff to collaborate. The first session focused on what inclusive education in school looks like, from both an evidence perspective and from literature. Throughout the first sessions the jigsaw activity created a fantastic energy which provided each table with a broad understanding of four key pillars of inclusive education and rich discussion. The four pillars in focus looked at a framework for inclusion in schools, positive behaviour that builds a learning culture, relationship building and the tools teachers need in preparation to do this in the classroom and finally the learning partnerships with students and the ways in which teachers can ensure students are participants in the learning rather than just passive learners. The initial session created a real buzz and energy around the great practice we have in place and how we can leverage this work to become a school that is a leader in approaches to inclusive education.

The middle session was a chance to spotlight the high-performing leaders' work from across the school, including classroom teachers and leadership members. Staff were given the choice to choose their preferred workshops for each session, which meant that the learning was tailored to their needs. The focus was on inclusive practices, learning adjustments and ways teachers can cater for learners during different types of learning activities, including the practical spaces. 

The final session of the day was an opportunity for staff to work collaboratively and consider what are the needs around addressing learning adjustments that will need to be documented in our curriculum to meet the needs of Disability and Inclusion funding applications, this discussion has supported the curriculum committee and our Excellence in Teaching and Learning Leaders to formalise a road map forward.

Glenn Morris

Principal