Principal's Report
Term 2 Reflection
This year will be defined by the COVID-19 pandemic. So much has been, and will be, written about the pandemic. And when schools write about their year, the pandemic will feature significantly. Before I write about this term; the term most affected by the pandemic, to date, I would like to make the following observation. There are two terms bandied about in the current climate that frustrate me; ‘unprecedented’ and ‘new normal’. The history teacher in me despairs in the lack of knowledge that enables people to suggest that the COVID-19 pandemic is ‘unprecedented’. Human history across the continents is replete with previous pandemics and only, yes only, one hundred years ago Australia suffered through the Spanish influenza pandemic. And as for ‘new normal’; aren’t most things that are considered normal new at some point? Using the term ‘new normal’ would suggest that there is an ‘old normal’? With these frustrations aired, I can promise you that I will not use either ‘unprecedented’ or ‘new normal’ in this, or any other report! While the pandemic has an immense impact on all of our lives, we must, as I have stated numerous times this term, keep what is happening in perspective. In the words of the great Stephen Hawking “I believe everyone should have a broad picture of how the universe operates and our place in it. It is a basic human desire. And it also puts our worries into perspective.”
The last thirteen weeks have tested us all in ways that we were obviously not expecting as fireworks heralded the start of 2020; but tested we have been in this, the tenth year of the school. At this point I should make a humorous aside about sitting a test is something that all of our students have done to get here; however, this test has been one that for the majority of our community has been, well, truly testing! The challenges that we as a school community have faced, is what I can only describe as outstanding, courage and commitment to ensure that the education of the students has been paramount.
And this newsletter article, like any other newsletter article that I have written in the past five and a half years will focus on the positives. First, the teaching staff of Suzanne Cory High School. From the beginning of the planning we undertook in Term 1 until all year levels were back at school on 9 June (that’s over eleven weeks), the teachers have embraced remote learning. And while not all aspects of learning online are desirable for a quality education, the teachers ensured that the best was made of an ordinary situation. The collaboration of the teaching staff, which is always high anyway, extended in the online environment and many of our new graduates were suddenly more knowledgeable than their more experienced peers; they were teaching the rest of us about the various online platforms! I have been humbled by the work that our teaching staff have undertaken and achieved. I am also excited about the reflection that has taken place to ensure that we learn from the remote learning experience and integrate some of the practices that were discovered during this period.
The education support staff are all too often overlooked; however, without them the school would simply not function. This term has provided challenges for them as well, although for some like the maintenance and facility staff, the period of remote learning offered multiple opportunities. The front office was kept operational throughout the period and the bills kept being paid; yes, we still get bills when the school is practically closed! And importantly, student counselling continued online. We ensured that the platform we used was secure to enable confidence in the system by both the students and the counsellors.
The students responded positively to remote learning in most circumstances. Sitting at home on your computer and engaging via Google Classrooms or Zoom, is not ideal for a long period of time. Fortunately, the students are engaged with their learning, especially the Year 12 students. And while waiting for advice on the VCE and exams was frustrating, the focus on doing well this year provided the necessary impetus. The nature of remote learning also impacts on the culture of the school. After all we are more than just an academic school of endless classes; the richness of the program is well known and enjoyed by the students. Remote learning provided challenges for student activities; however, that challenge was accepted! From House TikTok and Masterchef competitions to online cross country, there were activities in which the students could get involved and earn House points too! Being online may not foster the normal House spirit of being physically together, the online activities certainly demonstrated esprit de corps. With the Year 9 & 10 students away for the first eight weeks of the term, there was concern about their connections to the school, especially the Year 9 students who had only been at SCHS for eight weeks. Upon their return we have conducted an additional program for the Year 9 students to compensate, as best as possible, for what they have missed.
The impact of COVID-19 on school functions and events has been, and will remain for the foreseeable future, immense; however, we have already managed to find alternatives. For example, the information sessions for prospective students and their parents was, of course, unable to be held at the school, so we live streamed a presentation, that was also recorded, and then followed this up with two Q&A sessions on Zoom. Meanwhile we will consider our options on such events as Presentation Night and Valedictory Dinner.
There has been a great deal written about the impact on parents during remote learning. We were incredibly pleased with the engagement of parents throughout this time. Often in times of crisis we discover the answers to seemingly intractable problems. With such a geographical spread of our school community, physical access to the school has always been a challenge for many parents. The use of Zoom has provided us the answer to being able to engage parents without them even having to leave their homes. A number of Q&A sessions were held over the course of the period of remote learning, and during one we had over 120 families attending the Zoom meeting. This is a model we will adapt and use for the future, with the first trial being parent teacher conferences next term exclusively on Zoom.
Tuesday 26 May and Tuesday 9 June have been the best two days this term. They were the two days we welcomed back the Year 11 & 12 students and the Year 9 & 10 students, respectively. Both mornings before school were loud, especially that of 9 June, but it was the sound of the school returning to face to face teaching. A sound that I for one had missed more keenly than I anticipated. Schools are much more important than just academic pursuits and at SCHS that is reflected in the philosophy of the Renaissance person. Schools are also incredibly important for the social aspects of schooling; humans are social beings and our students missed each other. I will also let you in on a secret; the teachers had missed the students too!
This term has been long, not only in terms of weeks, but also in terms of the emotional strain that has been placed on us all by this pandemic. For years education systems in Australia have been considering the best ways to increase resilience in children; unfortunately, we have discovered the solution. Our students have found their resilience, as have the staff. This will stand us all in good stead for the future.
This term has been one of innumerable positives; it is too easy to be negative. Human beings are adaptable and we will all adapt, for the better, while we navigate this crisis. I am looking forward to us all having a genuine break and then returning at the beginning of Term 3 refreshed and prepared for the challenges ahead.
Colin Axup
Principal
Contact Us
Phone: (03) 8734 2800
Email: suzanne.cory.hs@education.vic.gov.au
School Website: www.suzannecoryhs.vic.edu.au