Update on School Operations June 4-10

Dear students, staff, parents, guardians and carers

The Victorian Government has announced arrangements for schools in Victoria from and including Friday 4 June.

Based on advice from the Victorian Chief Health Officer, all schools in metropolitan Melbourne will continue with remote and flexible learning until Thursday 10 June. This includes our school.

Students who are enrolled in a school in metropolitan Melbourne but reside in regional Victoria will continue remote and flexible learning.

Existing arrangements for on-site supervision of vulnerable children and the children of authorised workers continue to be in place.

[FOR SECONDARY /P-12 SCHOOLS:] There is one important change to the current settings:

Students enrolled in schools in metropolitan Melbourne in Years 11 and 12 will return to face-to-face learning from and including Friday 4 June.

In addition, any other students enrolled in Unit 3/4 VCE studies or the final year of a VCAL qualification will be able to return to face-to-face learning from and including Friday 4 June.

We plan to run the normal year 11 and 12 VCE and VCAL timetables, although some rooms might be changed and some session times may be modified.

Remote and flexible learning

Students undertaking remote and flexible learning need to access remote learning via Google Classroom and Google Meet. They should also follow any timetables and instructions on Compass. The school will maintain the usual timetable but with reduced lesson times as follows:

Session 1 – 8.45 am – 9.45am
Session 2 – 10.00 am – 11.00 am
Recess: 11.00 am – 11.45am
Session 3 – 11.45am – 12.45pm
Lunch: 12.45pm – 1.45pm
Session 4 – 1.45pm – 2.45pm

Information is available to support your child’s learning from home.

On-site supervision

Our school will provide on-site supervision for students in the following categories:
Children whose parents and/or carers are authorised workers who cannot work from home and where no other supervision arrangements can be made, including children of teachers in government schools who are required to return to work on-site.
children experiencing vulnerability, including:
children in out-of-home care
children deemed vulnerable by a government agency, funded family or family violence service, and assessed as requiring education and care outside the family home
children identified by a school or early childhood service as vulnerable, (including via referral from a government agency, or funded family or family violence service, homeless or youth justice service or mental health or other health service)

If your child requires on-site supervision [include local arrangements and contact number].

Face masks

Secondary school students aged 12 or older must always wear a face mask at school, including when attending an Outside School Hours Care (OSHC) program, unless an exception applies.

Children under 12 years of age and students at primary school are not required to wear face masks when at school, or when attending an OHSC program.

Face masks are mandatory for all school students aged 12 or older when travelling to and from school.

Kind regards

Linda Mitchell, Principal

Transition Days – Update

Dear Parents/Carers/Guardians of new Year 7 students 2021,

I wanted to give you an update of our plans for Transition days. Due to COVID-19 restrictions, we have needed to amend our plans that were outlined in our welcome letter. 

Our first Transition day that was scheduled for Friday, November 27 has been cancelled and will be rescheduled for Friday, January 29, the first day of Term 1 2021. This will hopefully allow us some more flexibility in our delivery of this Transition day.

The statewide Transition day scheduled for December 8 will go ahead in line with the following guidance from DHHS and DET.

  • Students will be allocated into a single class size group for the day and groups must not mix.
  • All students attending Orientation Day are required to wear face masks (some exceptions may apply). We understand that this will be a new experience for Grade 6 students, who are not required to wear face masks in primary school.

The Transition day on December 8 will start at 8.40 am and finish at 3 pm.  Students will take part in a 4 session rotation including an Advisory class, a Practical Science class, A Food Technology class and a session of  Literacy testing. Morning tea will be provided, as will all materials for the day. Students need to bring a packed lunch from home.

If there is anyone who feels they need additional transition time we’ll be offering some additional opportunities to a select few students on a date to be confirmed. We already have a small number of students listed for this.  Please contact the school to discuss this further.  

We look forward to welcoming you and your child into the Fitzroy High School community.

Linda Mitchell

Gasworks (Senior Campus) Update 23/11/2020

The Victorian Government committed to opening 100 new schools between 2019 and 2026.

This includes opening a new senior secondary campus for Collingwood College and Fitzroy High School in 2022 at Fitzroy Gasworks.

Collingwood College and Fitzroy High School have had a senior secondary program partnership, offering students a choice of VCE, VCAL and VET certificate courses along with a range of innovative senior programs, for over 10 years.

The campus will predominantly cater for Year 11 and 12 students from Collingwood College and Fitzroy High School. Year 10 students from both schools studying VCE, VET or VCAL subjects will also attend the Gasworks campus as required.

These new campus facilities will give students a greater choice of senior programs and subjects with a focus on building 21st century skills.

The campus will also help ease enrolment pressures from population growth in Melbourne’s inner north. Collingwood College and Fitzroy High School will be able to enrol extra Years 11-12 students at the new campus and more younger students at their existing sites.

Gasworks Site

The campus will be located at the old Fitzroy Gasworks site. The Fitzroy Gasworks is an important part of Fitzroy North’s industrial and social heritage, and the school is part of an important urban renewal project to re-energise the site.

This larger project by Development Victoria will rejuvenate an iconic inner-city site and create positive outcomes for the local community. The site is close to public transport, open space and established community facilities.

Campus Facilities

The striking, six-storey, stepped building design features a series of outdoor terraces, balconies and rooftop spaces. These outdoor areas will maximise opportunities for active sport, recreation, social connection, contemplation, learning, daylight and fresh air.

Diverse learning precincts throughout the campus will provide specialist settings for performing arts, art and design, technology, science, food, resources centre and sports. Connections between precincts and general learning hubs on each level will foster learning across different subjects and disciplines – known as ‘interdisciplinary learning’.

We have designed flexible facilities and learning environments that support the schools’ ‘futures-thinking’ curriculum and help prepare students for ’jobs not yet invented’.

Key features include the campus:

  • performing arts precinct with amphitheatre, music hub, adaptable project space, practice rooms, green room, drama and performing arts spaces
  • technology precinct with digital design and technologies laboratories, wood and metal workshops, fabrication studio, project exhibition space, small group spaces, breakout and individual study areas
  • food precinct with canteen, student dining area, food technology kitchen, food technology outdoor terrace, laundry and preparation facilities
  • resource centre (library) precinct with collaboration space, wall booths, quiet workspaces, breakout areas, IT support, wellbeing and careers
  • art and design precinct with outdoor terrace and covered learning area; 2D and 3D studios; wet art, sculpture, visual arts, textiles, visual communication and media studios; kiln and dark room; exhibition zone and an integrated arts learning space
  • science precinct with chemistry, physics and biology laboratories, preparation rooms, informal breakout space, covered outdoor science terrace and learning spaces
  • sports courts precincts for basketball and netball comprising an indoor ground level gymnasium for shared use with community; an indoor level three gymnasium and fitness studio and an outdoor rooftop court
  • learning hubs with learning studios, commons, maker space and adaptable conference/exam spaces
  • outdoor terraces integrated with indoor learning hubs.

Campus Principal

Collingwood College and Fitzroy High School are pleased to announce that Chris Millard is the successful candidate for the role of Campus Principal (Assistant Principal) for the new Fitzroy Gasworks (Senior Campus) – Collingwood College and Fitzroy High School.  His appointment follows a competitive recruitment and selection process, jointly managed by Sam Luck, Principal of Collingwood College and Linda Mitchell, Principal of Fitzroy High School. Chris’s role, which begins in Term 1 2021, will be to build on the collaboration and continuous improvement of both schools, and to oversee the continued joint provision of the senior secondary programs. From 2022, Chris will manage the new campus, along with continuing to build a culture of innovation and excellence that benefits all students.

Construction News

Term 4, 2020 key construction milestone activities include

  • Campus building – ‘out of the ground’
  • Structural foundations laid – steel and basement concrete slab pour
  • Ground floor slabs poured
  • Steel frame structure installed close to level two
  • Some level one concrete slabs placed.


The Designated Neighbourhood Zone (DNZ) for the Fitzroy Gasworks (Senior Campus) is the Collingwood College DNZ and the Fitzroy High School DNZ together.

Any student currently attending either of these schools or living in the Collingwood College DNZ or the Fitzroy High School DNZ, will be able to attend the senior campus.

Statewide school zone maps are available at findmyschool.vic.gov.au .

Policies on enrolmentplacement, and admission are available on the Department of Education and Training website.

Enrolment information for Collingwood College is available on the college’s website.

Enrolment information for Fitzroy High School is available on the school’s website.

Senior Secondary Program

Collingwood College

Download the 2021 Senior Program Guide here

View the transition to senior pathways virtual information session here

Fitzroy High School

Download the 2021 Senior Program Guide here

View the transition to senior pathways virtual information session here

Term 4 focus on Literacy, Numeracy and Wellbeing

1. Continued focus on Literacy

Fitzroy High School remains committed to focusing on literacy across the curriculum, and to adapt teaching and learning programs to respond to the literacy needs of students as they return to onsite learning in Term 4. 

This focus is evident in the following ways:

Whole school level

Allocation of time and continued support of staff with Professional Learning Communities to create literacy scaffolds and supports, drawing upon Literacy Professional Learning sessions delivered throughout 2020.

Planning time at the end of the year to consider the arrangement and makeup of units for 2021, with a focus on developing subject-specific literacy.

Year level

Adaptations of Term 4 unit outlines, to maintain the slower pace to allow a greater focus on explicit teaching of literacy.

Assessment of literacy in formative and/or summative assessments.

Individual level

QuickSmart program to commence for identified Year 7 and 8 students who require support in reading comprehension

Individualised support for Year 10 students identified by the Middle Years Literacy and Numeracy Strategy. 

Self-paced differentiation strategies such as Education Perfect Literacy modules are available for teachers to set for students requiring additional support to address gaps in their literacy learning.

2. Mathematics and Numeracy

For the remainder of Term 4 the focus across all Years 7-10 Mathematics classes will be on the practical strands Measurement & Geometry or Statistics & Probability. Mathematics teachers have been provided with progress estimates for all students in all their classes to help them plan differentiated learning activities to address the diversity of skills and knowledge within each class and enable them to address what students are ready to learn next, whatever their experience through remote learning. We have recently invested in Mathematics specific hands-on learning materials and have established a dedicated store for these to further support non-computer based learning activities, providing for a welcome antidote to the unusually high levels of screen time that was required to deliver remote learning.

Student achievement data, which has been collected in great detail over the last few years, including Maths Pathway history, is being analysed to identify students who have demonstrated less progress in Mathematics and Numeracy than expected during the period of remote learning in 2020. In particular, in 2021, students identified as being at or below the national minimum standards in Mathematics and Numeracy will be provided support through the Department’s Middle Years Literacy and Numeracy Support initiative. We are awaiting further details on the catch-up tutorial program announced recently by the Minister before we can make arrangements for how those resources can be managed effectively to further support student development.

Students in Years 8-10 have been transferred to the new online learning platform, Mathspace, which allows for more flexibility for teachers to target skills practice with instant feedback that are directly relevant to physical classroom activities. After a successful trial in 2020, Mathspace will be replacing Maths Pathway as our core interactive online platform after surveys of students and teachers clearly indicated a preference for Mathspace in terms of effectiveness, accessibility and relevance to face to face activities conducted in class. Year 7 students’ achievements on Maths Pathway in Term 4 will be recorded and transferred to teachers for the beginning of Year 8 to enable differentiated, relevant learning activities, including Mathspace, next year. A comprehensive student and parent guide to Mathspace will be distributed at the beginning of 2021.

3. Wellbeing

As part of Fitzroy high school’s approach to wellbeing and in anticipation of increased mental health issues, we have employed a new psychologist part time. Fitzroy High school now has a wellbeing team that consists of a Wellbeing Leader, two psychologists and one mental health practitioner. On top of that we will upskill our year level leaders and team leaders on how to support students who present with anxiety. All of our teachers will be given access to the Department of Education’s ‘Mental Health toolbox’ for them to refer to for their own wellbeing but also for information on how to best support our students following a significant event such as a pandemic and lock down. 

Upon return to face to face teaching, our junior years will have a strong focus on bonding and team building and throughout the school, as part of our advisory program, we will focus on the Rights, Resilience & Respectful Relationships curriculum. More specifically on activities that promote resilience, positive self-thoughts and problem solving.

Updated Term 4 arrangements

Dear students, parents, guardians and carers

On behalf of our school, I want to say a big thank you to all our students, parents and carers for your continued resilience and support throughout this year. I know remote and flexible learning has not always been easy, but through our collective efforts, our students have continued to make valuable progress in their learning. You can be confident that our school will support any student who has fallen behind to catch up.

Term 4 is important for every Victorian student, and our teachers will strive to deliver high-quality learning for everyone. Whether we’re teaching remotely or face-to-face, our focus for Term 4 is on making sure that every student is supported in their wellbeing, learning and transition needs.

The Victorian Government has outlined the staged return to on-site schooling for all students as part of its gradual roadmap towards reopening.Term 4 on-site schooling arrangements for students:

Following advice of the Victorian Chief Health Officer, the Victorian Government has released a staged approach for students to return to on-site schooling.

The purpose of the plan is to get students back in the classroom as soon and as safely as possible without putting at risk all that has been achieved through the period of restrictions to reduce the spread of coronavirus (COVID-19).

For our school, the following arrangements apply:

From 12 October (second week of Term 4)

·       students in Year 7 will return to on-site schooling. The existing remote learning program will not continue for these year levels

·       Students enrolled in years 11 and 12 (and students in any other year level undertaking VCAL or VCE studies) will attend on-site schooling

·       remote and flexible learning will continue for all students in Year 8 to Year 10 (except students in any other year level studying VCE and VCAL units)

·       on-site supervision will remain available for students in Year 8 to Year 10 who are the children of permitted workers and vulnerable students.

From 26 October (fourth week of Term 4)

·       students in Year 8 to Year 10 will return to on-site schooling. The existing remote learning program will not continue for these year levels

Health and safety measures

The Term 3 remote and flexible learning arrangements were put in place to significantly reduce the movement of more than one million students and their families across Victoria, to help slow the spread of coronavirus (COVID-19). Thanks to you and your family for contributing to this on behalf of our school community.

As on-site schooling resumes, we will continue to have in place strong measures to protect the health and safety of students, staff, families and the community. This includes staggering start and finish times, restricting parent access to school grounds and continued emphasis on hand hygiene and physical distancing where possible.

Please give particular attention to reducing the risks associated with congregation at school gates and taking steps to contribute to physical distancing within the school.

Whether your child is, or children are, returning to face-to-face learning or will be continuing with remote and flexible learning for a short period, please be assured we will be focused on three key priorities in Term 4:

Mental health and wellbeing

Our highest priority will be the wellbeing, particularly the mental health, of every student and member of staff. This means effectively mobilising all available resources to support our most vulnerable students and enabling staff to access the relevant support services.

Learning and excellence

Some of our students have thrived in the remote and flexible learning environment, others have maintained their learning progress, and some have fallen behind, despite their best efforts and those of their families and teachers. Our priority will be supporting both those who need it to catch up and those who have progressed to continue to extend their learning.


We will make every effort to ensure successful transitions for children moving from kindergarten into Prep, the Grade 6s moving into Year 7, and the Year 12s moving into employment or further education and training.

We know some families are worried that their child may have to repeat a year due to the disruptions of coronavirus (COVID-19). There is little evidence to support the benefits of repeating a year to catch up. Instead, schools will use teaching strategies that draw on the best evidence available to help students meet their learning needs. 

Parents, families and carers can be confident that the best option for almost every child is to stay with their peer group, whether that is moving from kindergarten into Prep, moving from Grade 6 into Year 7 at secondary school, or students moving up any year level in between.

Our school, working with you, has shown it can be flexible and adaptable in responding to the challenges of coronavirus (COVID-19) and will continue to meet student needs as we look towards the end of the 2020 school year and ahead to 2021.

Kind regards

Linda Mitchell, Principal

Principal’s Report, August 2020

Dear families

I want to thank you all for your hard work these last few months. It has been a trying time for many people in many different ways. The Learning from Home surveys that students and parents completed in June gave the school some real insights into what was working and what could be improved, with the majority of feedback overwhelmingly positive. The staff has utilised the feedback to apply to the current round of remote learning, taking into account that it is somewhat more difficult at times this time around. I want to thank all of the students who have persisted in their efforts; reached out for help; and generally done very well, considering that they have spent more time in remote learning this year than face to face! Many of you will have received the green Compass posts acknowledging students’ efforts with regard to the School Wide Positive Behaviour remote learning matrix. It has been wonderful for me as Principal to open my Compass and see all of the positive posts about students doing their best. I also want to thank and acknowledge all of the staff who have done an incredible job this year. Many of them have been working from home with children of their own; many others have come into school to assist with operational tasks that cannot be completed from home or to support vulnerable students attending onsite.

School Council has been very busy this year and I also want to thank them for their amazing work, especially Ralph Saubern, the School Council president. I recommend his latest President’s Report to you; it can be found in the August newsletter and on the website. School Council was very involved in the school review in Term 1 and has subsequently worked with me on how the new Strategic Plan can be enacted through some of the sub committees and working parties. The DNA, if you like, of the Strategic Plan, is partnerships and collaboration: students and teachers, teachers and parents, students and parents, students and students, teachers and teachers, parents and parents. In order to achieve our goals we need to work together, especially in the current climate and the potentially challenging years ahead for our young people.

The 2019 Annual Report to the school community is on the website. I am planning to hold an open virtual meeting in the last week of term and will invite members of the school community to attend. This will give people the opportunity to discuss the Annual Report, the Strategic Plan and the future of the school. You will also see a separate article updating you on the Gasworks Senior Secondary Campus. This is the first of many newsletter articles to come, keeping the community updated on this exciting venture.

I would like to congratulate Jamie Bishop, who has been selected through an externally advertised process as the Mental Health Practitioner. This role is funded by the Department of Education at 0.5, meaning that Jamie can continue doing the great work he has been as a psychologist while also remaining on the teaching staff for the other part of his employment. We have also advertised an additional psychologist role at 0.4. Both of these roles will complement the rest of the wellbeing support that Fitzroy High School offers students, something that will be increasingly important during this time.

I will update you on the return to onsite learning once I have the information from the Department of Education, which I assume will be released after the Premier speaks on Sunday.

Kind regards,

Linda Mitchell (Principal)

2020 review of the Disability Standards for Education 2005

Dear staff, parents and carers,

The Disability Standards for Education 2005 are currently being reviewed by the Australian Government Department of Education, Skills and Employment.

As part of the 2020 review, an extensive community consultation process is currently underway to seek feedback about whether the standards are effective or if any improvements can be made.

Current, former and prospective students with disability, their families and carers, advocates, educators, and other members of the public are invited to share their experiences, views and ideas to inform the review of the standards.

Due to coronavirus (COVID-19) restrictions, engagement activities will mostly be held online via a dedicated 2020 review Consultation Hub. The hub offers a range of different ways that participants can share their views and ideas, and will be open until 11.59pm on Friday 25 September.

A series of webinars is also available for interested participants to share their experiences and opinions.

The webinars will be fully accessible, and will include Auslan translation and captioning. The webinars are open to the public, and each will have a different theme. These are:

For more information about the upcoming webinars visit the frequently asked questions page.

discussion paper has been developed with guiding questions to help interested participants have their say.

For more information email engage@thesocialdeck.comFind out more

For more information on how to get involved contact the Social Deck via:

Linda Mitchell

Update on FHS Dress Code Policy Review

June 2020


In late 2019, the Fitzroy High School Feminist Collective wrote to the School Council to voice a number of concerns about the school dress code and request a review of the dress code policy.  The School Council considered the issues raised and agreed that it was timely to review the school dress code policy.  A working group was established to undertake a review of the dress code, consult with the school community and make recommendations to the School Council and leadership regarding any changes to the school dress code.  

Consultation Process

School councils are responsible for developing and reviewing school dress codes in close consultation with their school community to ensure the code reflects the values of the school community and that there is a balance between the rights of individual students and the best interests of the whole school community, which includes the community in which the school operates (e.g. local residents and businesses).  

The community consultation will be facilitated by the working group, including through:

  • Surveys
  • Public meetings
  • Student meetings
  • Focus groups

Key issues for consultation will include:

  • Purpose
  • Community expectations and values
  • Human rights and anti-discrimination requirements
  • Health and safety considerations
  • Exemptions
  • Communication
  • Implementation and enforcement

The review will be guided by the Department of Education policy on Developing and Reviewing Dress Codes.

Membership of the working group

The working group will be led by Sharlene Farrugia, parent and Community Subcommittee member.  FHS parents, teachers and students are invited to join the working group.

Please email sharlenef@fitzroyhs.vic.edu.au if you are interested in joining the working group. All members of the school community will be notified of opportunities for consultation early next term.


The consultation  will be undertaken during Term 3, 2020 and finalised by the end of Term 4, 2020.


The working group will prepare a report and draft reviewed Dress Code Policy for School Council and school leadership summarising the outcomes of the community consultation and making recommendations regarding any changes to the school dress code.

School Council will then communicate the reviewed Dress Code Policy to the whole school community.

Linda Mitchell
Fitzroy High School

Principal’s Report April 2020

Dear students, staff and families

Thank you for your ongoing support and communication during these unprecedented times. I hope that, in general, you are traveling well, and enjoying time with each other, especially in this cold weather where working from home can provide warmth and comfort.

Remote Learning

As promised in the Compass post before the beginning of Term 2, after two weeks of remote learning, the school has reviewed how things are going with remote learning and adjusting how we manage a range of issues. We have begun with feedback from staff members, who have been regularly checking in with students. Based on this feedback, we are adjusting the content of the lessons, in recognition of how much extra time is required for both the teachers and the learners. We have provided a little more asynchronous time for students to work independently while maintaining the synchronous (live) contact that is so important for student engagement and learning. We have also continued to work through technical issues and provide assistance and devices to families who need them. We are in the process of tweaking our management and recording of attendance, in recognition of the fact that some students are struggling with remote learning or possibly having internet connection problems. The Year 7-9 and Year 9-10 Team Leaders will also be running a weekly Homework Club/Catch-up which will be open to students who require support in order to catch up work that they have missed or with which they are struggling. Anna P and Paul C will send communication about that via Compass.

Over the course of the past few weeks, we have been ensuring that our use of the G Suite (including Google classroom and Google Meet) meets the requirements for privacy and security according to the Department of Education guidelines and the ICT team has reviewed our Privacy Impact Assessment. We have also been learning as we go about best practice for teachers and students in order to avoid practices or behaviors that might impact negatively on classes or individuals. As a result, we have revised, and will continue to update, the Remote Learning Protocols (incorporating School Wide Positive Behaviors) to reflect what we have learned. We have recognized the desire for students to be able to use cameras within Google Meet, especially for one on one meetings between teachers and advisors, and to be able to show their work. Next week we are trialing this in Year 11 and 12 only. By no means is it obligatory for students to use cameras, as some are not comfortable doing so, but rather we are providing clear guidelines for students and teachers to do so should they wish. We will be collecting feedback the use of cameras in Years 11 and 12 next week with the intention of introducing the use of cameras in Years 7-10 soon afterwards.

Student and Parent Feedback and Support

So far the feedback from families and students has been very positive and encouraging. We would now like to gain a more holistic picture of how people are travelling and what suggestions people might have to improve our  understanding and practice. Therefore School Council representatives are assisting me in creating Student and Parent surveys which will be ready to send to families within the next week or so. This feedback will assist the school in reviewing the next two-week cycle and making any adjustments that are necessary. School Council has also created a post named “COVID-19: How can I help”. I have received several offers of assistance from parents with specific skills and expertise. This process invites the whole school community to consider whether there are things that they can offer, with School Council taking a lead in managing the process in order to support the school.

Wellbeing and Careers Support

Team and level leaders, as well as advisors, are working through any wellbeing concerns and I would like to remind you that referrals to the wellbeing team can be made through these leaders. As well as my Compass post about wellbeing on March 24, which contained some resources and contacts for support, I would like to draw your attention to some resources posted on the website and contained in this newsletter:

Wellbeing posted on website COVID-19: List of resources

Health – what teachers should look for (also good for parents)

Factsheet for parents: Sending nudes and sexting

If you have any wellbeing concerns please contact Linda Ekman, our Wellbeing Leader, directly on lindae@fitzroyhs.vic.edu.au

I would like to remind you that careers work still happening through conference calls and you are welcome to contact Tyson Day, our Careers Counsellor, directly on tysond@fitzroyhs.vic.edu.au

Activities and Opportunities

In order to keep our school community connected to each other and the rest of the world, I would like to draw your attention to some upcoming events.

Firstly, we have decided to have a Virtual House Cross Country from May 16-24, allowing students to participate and compete from home. Shannon G, our Sport Coordinator, will be sending more details and creating Compass events for consent. This consent will cover students being able to practice walking jogging or running outside the home without supervision. It is not compulsory but we hope that most of the school community will participate, including teachers and family members. We have included the weekends either side of the week to allow for more family participation.

I have also posted about two other events which families might like to get involved in, and which we will be following up as a school:

Hangout for the Homeless Saturday May 23

National Reconciliation Week May 27-June 3

Hands on Learning will be posting a range of weekly activities that can be done by anyone at home. This week there is the Owl Sculpture and the Environmental Art competition. Please contact Penny S if you are interested in the competition. We will be displaying the submitted work at school and sending photos to the community.

Last but not least, we are planning to have a Virtual Open Day for those families who want to learn more about the school, particularly for those making decisions about Year 7 2021. More information about this to follow in the next few weeks.

I would like to thank all of the staff for their wonderful work over the past few weeks and extend my best wishes to all students and families. As always, please feel free to contact me directly on lindam@fitzroyhs.vic.edu.au at any time.

Kind regards

Linda Mitchell (Principal)

Principal’s Report, March 2020

Dear families

I hope you have had a successful start to the school year and, for Year 7 families, I trust that your children are settling gradually into high school. Reports from the Year 7s so far are very promising. They really enjoyed the camp at Lady Northcote and they have already shown us what keen and able students they are. I hope that other students new to the school have also settled in well and encourage any families who need extra support with transition to contact their advisors, year level leaders or team leaders.

Senior Programs Results and Destinations

As promised in the last Principal’s report, we are proud to share with you some of the results and destinations of last year’s Year 12 students.

In 2019 we saw Year 12 students achieve fantastic results, with100% completion rate in VCE and many students completing VCAL and VET certificates.

As mentioned in the previous report, our Dux of Year 12, 2019 was Massimo Codognotto-Parry with an ATAR of 97.55. He was also awarded the University of Melbourne Principal’s Scholarship and has gone on to study Mathematics. In a new tradition for Fitzroy High School, Massimo received a Dux certificate at our recent whole school assembly. He also spoke to the students, providing some valuable tips and insights into his learning and development story.  

In 2019 we had 7 students who achieved ATAR excellence in the 90s, which equalled 10% of the VCE cohort, an increase in the last 3 years by 3%. 19.73% of students had an ATAR in the 80s and above, 38.15% of students had an ATAR in the 70s or above with 53.94% of students with an ATAR in the 60s or higher.

We have received many exciting and good news stories from last year’s cohort, with 81.3% of students receiving December round offers into further study, and a total of 93.3% of students receiving an offer so far. We are currently working with the students who have not received an offer to ensure that they feel confident in their direction after Fitzroy High School.

There are students taking up opportunities in many different fields, both in Melbourne and across the globe, including Kievan Van Dyke-Goodman, who will be attending college in the US, to pursue his passion for politics with an offer and scholarship at Lewis & Clark College in Portland Oregon.  

Again the theme of amazing achievement carried through our Arts community, with students achieving top results and offers. Eve Quartermaine, whose work made it into Top Arts, has also been accepted into RMIT for Visual Arts. Camille Allen was accepted into the Visual Arts stream at VCA Fine Arts alongside Leon Tran, who received a scholarship for the Animation stream. Finn Milne was another standout: as well his own composition being chosen for Top Sounds, Finn received a December round offer to Music at The University of Melbourne, College of the Arts. 

Since the last report, three more students have been confirmed in the VCAA Season of Excellence: Matilda Komene and Tallulah Thorton-Lawrence have been selected for Top Acts due to their amazing Theatre Studies monologues. They completed Year 12 Theratre Studies in Year 11 and are continuing their Year 12 studies this year. We also congratulate Ivy Windred-Wornes, a Collingwood student who did Media Studies at Fitzroy High School, and who was chosen for Top Screen for her incredible music video “Lies”. This is available on YouTube if people are interested to have a look. Along with the other students already mentioned in the last report, this makes a total of six students chosen for VCAA Season of Excellence, a first in the history of the school and something of which to be extremely proud.

Molly Blood is another student following her dreams, gaining entry into Biomedicine through the Aspire Program at LaTrobe University. Molly has been active in her community for some time and was rewarded with an offer in December. She was also one of the first students on School Council and we thank her for her passionate work.

In our VCAL cohort we have Masina Taule’alo following his passion at Swinburne University in Screen and Media, and other VCAL students landing apprenticeships and a range of further study offers. Other students who completed their Intermediate VCAL certificates in Year 11 are continuing onto Year 12 to complete their Senior certificates, while others are taking their time to complete certificates over three years.

The above students represent only a handful of achievements captured from the cohort of 2019. The school community is confident that all members of the student cohort will thrive in their chosen field in the knowledge that they have the continued support of the school beyond their graduation year.  

School Review

I thank the students and parents who have been involved in focus groups over the past few weeks. There will be further opportunities to be involved during March. As part of the review, there will be members of the review panel, including principals from other schools, visiting classrooms and talking to students and staff about their experiences. There will also be another parent focus group which I will inform you about when details come to hand.

School Dress Code Review

Separate to the School Review, School Council will be leading a review of the FHS Dress Code. Late last year the Feminist Collective approached School Council about some issues with the implementation of the Dress Code and School Council responded to say that it will conduct a review. This is by legislation part of the role of School Council and needs to involve a wide range of stakeholders and input from all members of the school community. It will be happening soon and you will be invited to take part.

Bogong Outdoor School Extension Programs

Students in Year 9 are given the opportunity to participate in the Bogong Outdoor School camp. This year, five Fitzroy High School students have been accepted into a range of extension programs offered by the Outdoor School. They are all great candidates and we are excited that they are able to further extend their learning with the Outdoor School. Delilah Hart and Erasmus Toscano have been accepted into the Summit to Sea program; Gypsy La Rocca Mitchell into the Nepal CEDA program; Nevenka Thomas-Rezo and Peru Renkin into the Kimberley program. We look forward to hearing from these students later in the year.

Kind regards

Linda Mitchell (Principal)