From the Principal Class Team

Dear Parents and Guardians

There have been many conversations here over the last week about ‘this time last year’ - about the unknowable enormity of the task ahead of us; the rapid and detailed planning we were doing for an unfamiliar and unpredictable situation; the uncertainty and fear we felt as educators, family members, and friends; the sense of loss as we said goodbyes as an onsite community at the end of Term 1. 

For me, there is a strong feeling of gratitude as this Term 1 comes to an end. I’m really grateful that we weathered the storm of COVID; that we are back together as a school community and moving closer to ‘normal’; and for the opportunity to work with such a dedicated and determined community at this school.

I know that many staff and students are feeling tired and, given the impact of the last 12 months, this is not surprising. I hope that the Easter break will provide an opportunity for each of you to enjoy a good rest and some time together with family and friends.

Welcome 

We are very pleased to welcome Danny Gevergizian and Mark Parkes to our Tutor Learning Program team. Danny will be tutoring in Numeracy, and Mark in Literacy.

We also welcome Miranda Peceli to our General Office team. Miranda’s role includes Student Administration and reception services. 

All three will commence with us from the start of term 2. 

A warm welcome, too, to baby Patrick Cowan, a son and first baby for Sam Cowan and his partner, Tess Cowan. 

Congratulations from all of us to Sam and Tess, and best wishes for your new family.

Respectful relationships

The Victoria Government has recently announced that the teaching of Respectful Relationships will be compulsory in all government schools.

The Respectful Relationships program is consistent with our mission to create a community in which every person feels connected, protected and respected, and where diversity in all its forms is accepted, supported and celebrated. We have been delivering this program through Learning Manager sessions, Health and PE, and through various proactive programs over several years. 

In response to the national discussions about informed consent as it relates to sexual relationships, and the testimonies of women about their experiences at schools, in workplaces, and in homes we have conducted a review of where, when and how informed consent is explicitly taught in age appropriate ways to our students.

This review revealed some gaps in our practice which we will address this year, including through staff training. It also highlighted some very positive programs which draw on the combined expertise of our teachers and our allied health team.

We have also established a Girls Participation Working Group to consider, and develop recommendations in relation to, feedback we have received from girls about their educational experiences at our school. To deepen our understanding, we are engaging with girls and students who identify as gender diverse and same-sex attracted to gather more feedback on the experiences of students at our College in order to better ensure an inclusive, safe and respectful community.

We call on and welcome your support as parents and families in stamping out gender-based discrimination in our community. To assist you with this, our Calling It Out Guide is attached here.