Parent Bulletin 15
December 16 2025
Principal Report
As we come to the end of the year, I would like to sincerely thank our families for your ongoing support and partnership. The strong connection between students, staff and families is central to creating a positive school community and provides the foundation for learning, wellbeing and success for every student. Your encouragement, trust and involvement make a meaningful difference each day, and we are grateful for the role you play in supporting your child’s education. On behalf of the staff, I wish all our families a safe, restful and joyful festive season and a well-earned holiday break, and I look forward to working together with our school community again in the new year.
Year 6 to 7 Orientation Day
On Tuesday 9 December, we were delighted to host our 2026 Year 7 Orientation Day, an important milestone in supporting students as they prepare for the transition to secondary school. The day provided students with the opportunity to meet their Team Leaders and Coordinators, begin forming positive relationships, and feel a sense of belonging within our school community. Students became familiar with the school grounds and classrooms, experienced a snapshot of subjects they will study next year, and connected with other students in their class and team. This valuable orientation helps build confidence, ease anxieties, and ensures students feel prepared and excited as they begin their learning journey at Strathmore Secondary College in 2026.
Professional Learning
Strathmore Secondary College continues to focus on improving literacy outcomes for all students. Teaching staff participated in targeted professional learning with our Literacy Coach, Misty Adoniou, in term four. This evidence-informed professional learning strengthens curriculum planning and teaching practice, supporting a consistent, whole-school approach to literacy and improved student learning outcomes. Staff will continue this work through Professional Learning Communities and faculty meetings and will engage in further professional learning with Misty Adoniou in 2026 to support our AIP literacy priorities.
On Friday 12 December, all staff undertook First Aid training, strengthening our collective capacity to respond confidently and effectively to medical situations and ensuring a safe and supportive environment for all students. Teaching staff then used the remainder of the curriculum day to reflect on progress against 2025 goals and to collaboratively plan for 2026 within faculties and teams. This dedicated planning time supported alignment of curriculum, teaching and assessment practices, and strengthened our shared focus on student wellbeing, care and continuity of learning across year levels.
VSSEC 20th Anniversary – visit from the Hon John Brumby AO
As part of the preparations for VSSEC’s 20th Anniversary next year, the Hon John Brumby AO, Chancellor of Latrobe University, visited Victorian Space Science Education Centre (VSSEC) on Thursday 11 December. The visit included a tour of the school and VSSEC centre, and discussion about the achievements and future direction of VSSEC. The Hon John Brumby also met with the Careers team where we discussed post secondary pathways for our students and opportunities provided by Latrobe University.
Student co-curricular experiences:
Twenty Year 10 student leaders travelled to Vietnam with three teachers as part of the extended Naarm Program, with all students and staff returning home safely after an enriching experience. The Nam to Naarm Vietnam trip provided students with valuable opportunities to engage in a range of cultural and community service activities, deepening their understanding of global issues and further developing their leadership skills.
As part of Activity Week, our Year 7 to 9 students enjoyed an excursion to Funfields on Monday 15 December, with many happy faces on display and valuable opportunities for students to connect, strengthen friendships and build a positive sense of belonging as a whole cohort.
VCE results - Congratulations to the Year 12 class of 2025
The Strathmore Secondary College community is proud to congratulate the 2025 Year 12 graduates on their outstanding results and to recognise the dedication and perseverance shown by each student, along with the unwavering support of their teachers and families throughout the year.
- The Dux scored a 99.85 ATAR
- The Dux Proximus scored a 99.05 ATAR
- 5 students scored an ATAR of 97 or above
- 12 students scored an ATAR of 94 or above
- 29 students scored an ATAR of 90 or above
- 90 students scored an ATAR of 80 or above
- Median study score of 30
- Two perfect scores of 50 were achieved, one in Physics and one in History.
- 320 students successfully completed VCE, including 39 students who successfully completed VCE Vocational Major
On Tuesday 16 December we held the High Achievers Assembly. This is an opportunity for student recipients, their parents and carers, and staff to come together to acknowledge and celebrate our highest-achieving students across every VCE and VCE Vocational Major subject, as well as those who attained an ATAR of 94 or above.
We are incredibly proud of all our Year 12 students and of the learning community at Strathmore Secondary College, where every student, regardless of their interests or passions, has the opportunity to experience success and achieve at the highest level. We encourage our 2025 Year 12 graduates to move forward with PRIDE and continue striving to be the best version of themselves. Wherever life takes them, they will always be part of the Strathmore Secondary College family. Congratulations!
Susanne Prosenica
Principal
VCE High Achievers 2025
We are incredibly proud of the outstanding results achieved by our VCE cohort this year. This morning, we celebrated a high achiever’s assembly. Students who achieved a score higher than 94 included:
Mia ChristopoulosIrene Adnerson-PettLiya ShaoBonnie GreenImogen West
Rachael ChiricoCharlotte BruceAlexander KieckAmelia MacielThomas Booth
Megan Tan (Dux) with a score of 99.85
Each faculty presented awards for the dux for each subject.
The recipients for the awards included:
EnglishEnglish LanguageEnglish LiteratureEnglish as Additional Language
Foundation MathematicsGeneral MathematicsMathematical MethodsSpecialist MathematicsAccountingBusiness ManagementEconomics
GeographyHistoryLegal Studies
PhilosophyPoliticsBiologyPsychologyChemistryPhysicsApplied computing: data analyticsApplied computing: software developmentArt Creative practiceArt Making and ExhibitingFood StudiesProduct Design & TechnologyVisual Communication and Design
Health Human DevelopmentPhysical EducationOutdoor and Environmental studiesDanceMediaMusic Contemporary PerformanceMusic Repertoire PerformanceGreekItalianJapaneseVM-School Based Apprenticeship and trainingVM-VET VM-LiteracyVM-NumeracyVM-Personal Development SkillsVM-Work Related Skills
Megan TanEla IlgunAmelia MacielAlice VuHanie NguyenHong Son NguyenEmre AkbulutThomas BoothMegan TanWilly LuckMia ChristopoulosEthan ToyerLuke O’ReganJasmina CurtisJoseph Thorsen Ceren HikmetMia ChristopoulosRachael ChiricoIrene Anderson- PettClaudia DobsonBonnie GreenThomas BoothMegan Tan Toby WoodJerry Xiao
Cadence JacobsonNatasha Milanovic-ColladoDaisy JamesMilly OborneMichaela JuristaIsabella D’AlbertoImogen WestAyda OsmanCharlie Lees Xanthi StamatakosSophia ArgyrosAthan KordasNatasha Milanovic-ColladoWillow RodwellKonstantinos KiousisRachael ChiricoKazuma YamakuraAaron SuitelaKeshiya De Alwis JayasingheAlexa MilionisWilliam Wright- PlasenciaAmy HackneyElla Dinami
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We congratulate all students on their achievements and thank our staff and the families and support networks for the vital role they have played in supporting our young people throughout their VCE journey.
All the best for your future endeavours.
The Senior School Team
Ancient Chinese Warfare
Here are some examples of student work when learning about Ancient Chinese warfare.
Some students learnt about the terracotta warriors (created their own) and then explained why they were buried in Qin Shi Huang's tomb, whilst another group learnt about warfare by researching Ancient Chinese warfare before creating an interpretative dance with symbolistic steps.
Some students learnt about the terracotta warriors (created their own) and then explained why they were buried in Qin Shi Huang's tomb, whilst another group learnt about warfare by researching Ancient Chinese warfare before creating an interpretative dance with symbolistic steps.
Year 7 Advanced Mathematics
This term, our Year 7 Advanced Maths students tackled a problem that looked simple but revealed surprising depth:
“A rectangular sheet of card has a perimeter of 80 cm. If 2 cm × 2 cm squares are cut from each corner and the sides are folded up, how does changing the length of the card (x) affect the volume of the open-top box?”
Students openly explored the problem, using diagrams, tables, graphs, and algebra to investigate how the card’s length affects the box’s volume. They compared and discussed their results with one another, discovering several interesting patterns and insights. As one student explained:
“I noticed my graph was a parabola, beginning at zero, rising to its maximum of 512cm3, then returning to zero.”
Others analysed why this happened, linking symmetry, dimensions, and real-world constraints:“The graph is symmetrical because after a certain point, the length and width swap and the values repeat.”“The graph only exists in Quadrant 1 because you can’t have negative lengths or volumes.” Students then extended the investigation by changing the size of the corner cut-out (k × k), uncovering new patterns, formulas, and some surprising results.This type of investigation is at the heart of mathematics and the students have done a truly incredible job diving into this task and thinking like true mathematicians!
Anna TrangYear 7 Advanced Mathematics Teacher & Numeracy Learning Specialist
“I noticed my graph was a parabola, beginning at zero, rising to its maximum of 512cm3, then returning to zero.”
Others analysed why this happened, linking symmetry, dimensions, and real-world constraints:“The graph is symmetrical because after a certain point, the length and width swap and the values repeat.”“The graph only exists in Quadrant 1 because you can’t have negative lengths or volumes.” Students then extended the investigation by changing the size of the corner cut-out (k × k), uncovering new patterns, formulas, and some surprising results.This type of investigation is at the heart of mathematics and the students have done a truly incredible job diving into this task and thinking like true mathematicians!
Anna TrangYear 7 Advanced Mathematics Teacher & Numeracy Learning Specialist
Student Attendance
Dear Parents and Guardians
If your child has unexplained absences, please ensure you explain these by adding an Attendance note. You can select multiple absences at once and add a note to explain the absence, which makes the process quick and easy.Please contact the Junior School Attendance Officer if you require assistance.https://strathmore-vic.compass.education/
LouiseJunior School Attendance Officer
If your child has unexplained absences, please ensure you explain these by adding an Attendance note. You can select multiple absences at once and add a note to explain the absence, which makes the process quick and easy.Please contact the Junior School Attendance Officer if you require assistance.https://strathmore-vic.compass.education/
LouiseJunior School Attendance Officer
JLTAV Calligraphy Competition
We are proud to announce that Akira Hirabayashi 7B2 has won First Prize in the Brush Writing (Secondary 7/8 category) at the 2025 JLTAV Calligraphy Competition.
Competing against students from across Victoria, Akira impressed the judges with refined technique, balance, and expressive brushwork. Her dedication to mastering traditional Japanese calligraphy truly shone through in the winning piece.
Congratulations to Akira on this remarkable accomplishment. おめでとうございます!
Competing against students from across Victoria, Akira impressed the judges with refined technique, balance, and expressive brushwork. Her dedication to mastering traditional Japanese calligraphy truly shone through in the winning piece.
Congratulations to Akira on this remarkable accomplishment. おめでとうございます!
Year 7 Drama Murder Mystery
The Year 7 Drama Murder Mystery event in Week 8 of this Term on Friday 28th of November was a strong finish to the semester and a clear showcase of the Year 7 Drama student creativity. Across Periods 1 and 2 in M2 and M3, families watched groups perform their own self-devised murder mysteries. This was complete with original storylines, written scripts, planned costumes, lighting, sound, props, and committed character work. The performances showed growing confidence, sharper timing, and real ownership of the ideas students had been developing over the term.
Each group brought a different take on the genre, and audiences saw students apply core dramatic skills while managing the energy and unpredictability of a live performance. Their ability to collaborate, problem-solve, and keep scenes moving reflected the rehearsal routines they’ve been building since the start of the year. The result was a morning of entertaining, inventive, and cohesive short performances that highlighted how far they’ve come.
Thank you to all the families who came out and supported the students! We loved having you there. A big thank you to our Year 7 Drama teachers, Em Criticos and Zachary Alaimo, for guiding students from concept to final performance. Appreciation also goes to Luke Steward and Madison Carter for their administrative support and on-the-day coordination. And also to our Year 7 emcees, Beth Roberts, Maya Krzton and Bella King, who kept the event running smoothly with confident, organised hosting.
The morning offered families a clear sense of the skills and growth Year 7 Drama students have achieved, and the excitement they bring to creating and performing their own work.
Each group brought a different take on the genre, and audiences saw students apply core dramatic skills while managing the energy and unpredictability of a live performance. Their ability to collaborate, problem-solve, and keep scenes moving reflected the rehearsal routines they’ve been building since the start of the year. The result was a morning of entertaining, inventive, and cohesive short performances that highlighted how far they’ve come.
Thank you to all the families who came out and supported the students! We loved having you there. A big thank you to our Year 7 Drama teachers, Em Criticos and Zachary Alaimo, for guiding students from concept to final performance. Appreciation also goes to Luke Steward and Madison Carter for their administrative support and on-the-day coordination. And also to our Year 7 emcees, Beth Roberts, Maya Krzton and Bella King, who kept the event running smoothly with confident, organised hosting.
The morning offered families a clear sense of the skills and growth Year 7 Drama students have achieved, and the excitement they bring to creating and performing their own work.
Top Arts 2026
Top Arts 2026 shortlist - Art Making and Exhibiting
Congratulations to Athan Kordas, who has been shortlisted for Top Arts 2026 for his artwork in Art Making and Exhibiting.
This year, 1,110 students submitted applications, with only 130 students shortlisted statewide. Being selected is an outstanding achievement and speaks to Athan’s creativity, skill and dedication to his practice.
We are incredibly proud of this recognition and look forward to seeing how his artistic journey continues.
Congratulations to Athan Kordas, who has been shortlisted for Top Arts 2026 for his artwork in Art Making and Exhibiting.
This year, 1,110 students submitted applications, with only 130 students shortlisted statewide. Being selected is an outstanding achievement and speaks to Athan’s creativity, skill and dedication to his practice.
We are incredibly proud of this recognition and look forward to seeing how his artistic journey continues.
Year 7 Digital Technologies
“Logic will take you from A to B. Imagination will take you everywhere.”
Heeding Einstein's encouraging words, our Year 7 Digital Technologies students have just finished their journey into developing their own innovative technologies. We started by examining and discussing some of the digital technologies that have changed the way we travel, eat, build and connect with each other and our planet. Next, students brainstormed the day-to-day challenges they encounter throughout the week and began working through the problem-solving methodology. This structured approach–Analyse, Design, Develop, Evaluate–helps technologists break a problem down, build a solution, and then refine it based on how effectively it works.
The young technologists learned that algorithms are simply clear, ordered steps that tell a computer what to do. After identifying the problem they wanted to solve, each group discussed possible approaches and drafted their own step-by-step algorithm. These solutions often involved microcontrollers–tiny programmable computers used to prototype modern inventions. Equipped with sensors, lights, speakers and even connectors for small motors, these devices allowed students to bring their ideas to life.
Once they had written their plain-English algorithms, they converted them into flowcharts–visual diagrams that map out the logic of a program. For example: If the A button is pressed → then turn on all the lights. Flowcharts helped students test the logic of their ideas before moving into coding.With their algorithms finalised, the budding inventors translated them into block-based code and uploaded their programs to the microcontrollers. From there, they followed their earlier sketches and mock-ups to build the physical form of their invention. Some used our Make-Do kits and cardboard, while others designed and 3D-printed custom parts. Step by step, their ideas evolved from sticky-note concepts into fully functioning digital solutions, ready for their shark-tank presentations.
Inventions ranged from sibling-alert systems that notified students when an unwanted visitor entered their room, to scooter-mounted light sensors that reacted to darkness and bumps in the road. Others created gaming and study timers to remind users when to take a break–or when to stop playing Roblox and start their homework.
I have been so impressed by the students' passion, creativity and positive attitude, proudly watching as they encouraged members from other groups along the way. The future is bright when we have imaginative young inventors like these lighting the path forward!
Heeding Einstein's encouraging words, our Year 7 Digital Technologies students have just finished their journey into developing their own innovative technologies. We started by examining and discussing some of the digital technologies that have changed the way we travel, eat, build and connect with each other and our planet. Next, students brainstormed the day-to-day challenges they encounter throughout the week and began working through the problem-solving methodology. This structured approach–Analyse, Design, Develop, Evaluate–helps technologists break a problem down, build a solution, and then refine it based on how effectively it works.
The young technologists learned that algorithms are simply clear, ordered steps that tell a computer what to do. After identifying the problem they wanted to solve, each group discussed possible approaches and drafted their own step-by-step algorithm. These solutions often involved microcontrollers–tiny programmable computers used to prototype modern inventions. Equipped with sensors, lights, speakers and even connectors for small motors, these devices allowed students to bring their ideas to life.
Once they had written their plain-English algorithms, they converted them into flowcharts–visual diagrams that map out the logic of a program. For example: If the A button is pressed → then turn on all the lights. Flowcharts helped students test the logic of their ideas before moving into coding.With their algorithms finalised, the budding inventors translated them into block-based code and uploaded their programs to the microcontrollers. From there, they followed their earlier sketches and mock-ups to build the physical form of their invention. Some used our Make-Do kits and cardboard, while others designed and 3D-printed custom parts. Step by step, their ideas evolved from sticky-note concepts into fully functioning digital solutions, ready for their shark-tank presentations.
Inventions ranged from sibling-alert systems that notified students when an unwanted visitor entered their room, to scooter-mounted light sensors that reacted to darkness and bumps in the road. Others created gaming and study timers to remind users when to take a break–or when to stop playing Roblox and start their homework.
I have been so impressed by the students' passion, creativity and positive attitude, proudly watching as they encouraged members from other groups along the way. The future is bright when we have imaginative young inventors like these lighting the path forward!
Visual Arts: End of Semester 2
This semester has been a vibrant and hands-on one for our arts students, who have embraced a wide range of creative experiences across Visual Arts and Visual Communication Design.
Across all year levels, students have been encouraged to take creative risks, build practical skills and reflect on their growth. It has been a pleasure to see students supporting one another, sharing ideas and developing strong creative habits in our classrooms.
We are incredibly proud of the imagination, effort and progress shown throughout the semester. These rich learning experiences form a strong foundation for future pathways in the Arts.
Thank you to the dedicated team for fostering engaging, inclusive and inspiring spaces for students to explore and create.
Have a safe, merry and relaxing break, and I am excited to see what 2026 has in store.
Nicholas Mastrippolito
Across all year levels, students have been encouraged to take creative risks, build practical skills and reflect on their growth. It has been a pleasure to see students supporting one another, sharing ideas and developing strong creative habits in our classrooms.
We are incredibly proud of the imagination, effort and progress shown throughout the semester. These rich learning experiences form a strong foundation for future pathways in the Arts.
Thank you to the dedicated team for fostering engaging, inclusive and inspiring spaces for students to explore and create.
Have a safe, merry and relaxing break, and I am excited to see what 2026 has in store.
Nicholas Mastrippolito
Year 11 Food Studies
As Year 11 Food Studies students finished up their study of Unit 2, they put their theoretical knowledge into practice by creating a delicious three cheese soufflé.
This task allowed students to explore the functional properties of food, applying their understanding of gelatinisation, denaturation, and coagulation in a practical and engaging way. The activity showcased not only their growing confidence in the kitchen, but also their ability to connect scientific concepts with real-world cooking techniques — and the results were both educational and impressive.
This task allowed students to explore the functional properties of food, applying their understanding of gelatinisation, denaturation, and coagulation in a practical and engaging way. The activity showcased not only their growing confidence in the kitchen, but also their ability to connect scientific concepts with real-world cooking techniques — and the results were both educational and impressive.
Social Media Age Restrictions
How to support your child under 16 with the new social media age restrictions.
Since 10 December 2025, the Online Safety Amendment (Social Media Minimum Age) Act 2024 will require social media platforms to:
• prevent children and young people under 16 from having a social media account• deactivate or freeze existing accounts held by people under 16.
Delaying access to social media protects the health and wellbeing of young people and gives them extra time to build real world connections and digital literacy skills.
The responsibility will be on the social media platforms, not parents, carers, children or schools, to implement these new restrictions.
Most popular social media platforms will be age restricted. These include Facebook, Instagram, Snapchat, TikTok, X (formerly Twitter), Reddit and YouTube.Messaging services and online games, as well as apps and platforms that support health and education, can still be used.
How to help under 16s with the change:
Parents and carers play an important role in supporting their children to be safe online.
To support your under 16s with the social media minimum age requirements, you can go to the eSafety website to learn more about the social media age restrictions and find tips on how to talk about social media age restrictions with young people.
To keep up to date about the new social media age restrictions, visit the eSafety website and subscribe to their newsletter.
