Senior School Report
February 25, 2026 – Edition 2
Year 12 Commissioning Service
Last week, we proudly marked an important milestone in the life of our Senior School – the Year 12 Commissioning Assembly. This special event formally acknowledged our Class of 2026 and the Student Leadership Team as the leaders of the school and set the tone for their final year at Casey Grammar School.
During the assembly, students received their Year 12 badges and joined together, surrounded by their peers and teaching staff, in a pledge of commitment. They promised to uphold our school values, promote inclusivity and create long-lasting memories in 2026.
We look forward to seeing how they embrace the opportunities ahead, lead with integrity and contribute to a positive and connected Senior School community throughout their final year.
Sport Resumes
Our Intermediate sporting program is back in action, with teams once again taking to the court in volleyball and indoor cricket. Students have enthusiastically stepped into the new season, showing great teamwork, energy and sportsmanship as they represent Casey Grammar School in Term 1 competition.
Last week also marked an exciting new initiative for our Senior School: the inaugural Casey vs Balcombe Sports Day. Year 11 and Year 12 students from Casey Grammar School joined with their peers from Balcombe Grammar, our sibling school, for a day of friendly rivalry and shared connection.
Students competed across a range of sports in a positive, good-natured atmosphere. The day highlighted not only their athletic strengths, but also the potential for an ongoing sporting partnership between our two schools.
We look forward to building on this momentum as the season progresses and celebrating the achievements of our teams in the weeks ahead.
Kate Morgan
Head of Senior School
Sea Life Exploration
Over the past few weeks, our Year 11 Creative Art Practice class has been exploring marine life through colour and contrast. The process began with experimenting with a range of drawing techniques, before students structured their unique pieces.
Students built on their layering, cross-hatching and blending skills, creating a cohesive and vibrant display of varied art styles. To showcase tone, each student developed an individual technique, ranging from stippling to the use of charcoal.
Overall, this task has challenged our artistic abilities and rewarded us with newfound resilience and a beautiful final product.
Bonnie Midwinter
Senior School Art Teacher
Year 7 Science
Year 7 students have had a fantastic start in Science, completing their first practical activity as they explored the science of bubbles. They were challenged to make the biggest bubbles they could, create a bubble inside another bubble and investigate the conditions that allow bubbles to form.
Students also put their stamp on the science rooms with their personalised miniature lab coats.
Rosalind Klein, Chandima Vithanage, Mahtab Parvaresh and Janine Hulston
Year 7 Science Teachers
Receipts to Reports: Year 11 Accounting
In Year 11 Accounting, students have been applying their knowledge of Cash Journals through a hands-on, scenario-based activity. Acting as the accountant for a personal training and fitness business, students worked in pairs to sort, classify and record transactions using real-world documents such as receipts and invoices.
This practical task challenged students to think critically, justify their decisions and look beyond surface-level answers. The activity provided a valuable opportunity for students to consolidate their understanding of accounting processes while building confidence and improving accuracy when completing accounting questions.
Monica Ghoebriel
Senior School Industry and Enterprise Teacher
Melbourne Holocaust Museum Visit: Year 10 History
This week in Year 10 History, students were given the opportunity to meet Holocaust survivor Dr Jack Leder at the Melbourne Holocaust Museum. Dr Leder spoke to students about how his mother hid both him and his brother from Nazi forces, and how he was able to come to Australia after the war.
Students were also taken on a tour of the museum, where they saw and heard primary sources from the time, including children’s clothes, photos, radio recordings and letters. Being able to see, and in some cases hold, historical sources helped students develop a deeper understanding of these events.
Meeting a survivor is a valuable and powerful experience. Dr Leder’s testimony reminded us that these events are still within living memory.
Aleksandra Merry
Senior School History Teacher
VCE Special Examination Arrangements
VCE Special Examination Arrangements (often referred to as Special Provisions) exist to ensure that students who have a disability, illness, impairment or other significant circumstances can access VCE external assessments on fair and reasonable terms. These arrangements do not give students an advantage. Instead, they remove barriers that may prevent students from demonstrating what they know and can do.
Students may be eligible if their capacity to access or respond to timed VCE assessments is affected by:
- A disability, health impairment or physical condition
- A specific learning disorder or language disorder
- Mental health conditions
- Motor, vision or hearing impairments
- Other significant circumstances impacting assessment access
Depending on the student’s needs and supporting evidence, arrangements may include:
- Rest breaks
- Extra working time
- A separate examination room
- Use of a computer or assistive technology
- Readers, scribes or clarifiers
Applications for Special Examination Arrangements must be submitted to the Victorian Curriculum and Assessment Authority (VCAA) by the school and supported with detailed school-based evidence and relevant medical or professional documentation. Early submission greatly improves the school’s ability to prepare a strong application and support the student effectively.
If you believe your child may require Special Examination Arrangements for VCE in 2026, please contact Mrs Sarah Farrugia as soon as possible. Alternatively, please raise this with your child’s Head of House for more information. Early communication helps us gather the necessary evidence and meet VCAA timelines.
Kate Morgan
Head of Senior School
