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Issue #11

Dated: 26 June 2026

PRINCIPAL’S MESSAGE

Dear Students, Parents and Carers,

It is hard to believe that over the past fortnight, more than 3,200 assessments have been administered across Gungahlin College.

For students, these assessments represent an opportunity to demonstrate what they know, understand and can do. For families, they provide an important measure of progress and achievement. For teachers, however, they also provide something more. Recently, I have been reading some fascinating research on teacher judgement and assessment literacy. Interestingly, the researchers were not particularly interested in the grades teachers assigned. Instead, they were interested in what teachers learned from the evidence sitting behind those grades. Their argument was both simple and compelling. Assessment certainly provides an important measure of student achievement, but its value extends beyond the grade itself. Every assessment provides teachers with evidence about how students are thinking, what they understand, where misconceptions remain and, perhaps most importantly, what teaching should happen next.

What fascinated me most was one of the findings emerging from the research. Teachers were generally quite skilled at identifying what students did not yet understand. The more difficult task was determining the precise teaching response that should follow. In other words, effective assessment is not simply about collecting evidence of learning. It is about interpreting that evidence and turning it into action that improves learning.

This research aligns closely with one of the recommendations emerging from our recent School Review. The review team commended the College's work in strengthening teaching and learning through assessment redesign, the development of high-quality rubrics, and the increasingly consistent assessment practices evident across faculties. They also recognised the collaborative culture that has been established through our Teaching and Learning Communities, where teachers work together to refine curriculum, assessment and classroom practice. Importantly, the review also challenged us to build on these strengths. It highlighted the need to further strengthen how we identify where students are in their learning, how that understanding is shared across teaching teams, and how assessment evidence is used to inform teaching. In essence, the next stage of our improvement journey is not simply designing high-quality assessments, but ensuring we consistently use the rich evidence they provide to make informed decisions about teaching and learning.

This work will continue throughout Semester 2 as our staff further develop assessment design, strengthen formative assessment practices, refine high-quality rubrics and continue the collaborative inquiry taking place through our Teaching and Learning Communities. Together, these initiatives will help ensure that assessment continues to serve two equally important purposes: recognising student achievement and providing teachers with the insight needed to continually improve learning outcomes for every student.

Ultimately, every assessment tells two stories. One is reflected in the grade, recognising what a student has achieved at that point in time. The other lies in the evidence it provides teachers about how that student is learning, where they may need additional support or challenge, and what teaching is most likely to help them continue progressing.

Although our students have now completed Semester 1, our staff will spend next week reflecting on the learning of the past six months, preparing for Semester 2 and continuing our own professional learning. As part of this work, we will be undertaking a whole-staff Teaching and Learning audit in response to one of the key recommendations emerging from our recent School Review. Together, staff will explore three important questions: How do we know where our students are in their learning? How do we share that understanding across teaching teams? And how do we use that evidence to inform our teaching? The conversations and insights generated through this process will help shape the next phase of our improvement journey and inform the development of the College's next Strategic Plan.

This work will also be complemented by two days of professional learning with Professor Benny Wilson as we acknowledge 50 years of NAIDOC Week (5-12 July). Professor Wilson will work alongside our staff to strengthen how Aboriginal and Torres Strait Islander histories, cultures, perspectives and ways of knowing are authentically embedded within our curriculum, teaching and assessment practices. Together, these opportunities reinforce our commitment to continually improving the quality of teaching, ensuring our assessment practices are both academically rigorous and culturally responsive, and providing every young person with the very best opportunities to learn and succeed.

Kind regards,

Maha Yasin
Acting Principal

Year 10 SMART PROGRAM 2025 INFORMATION EVENING

Year 10 SMART Program applications for 2027 are now open and will close on Friday, 21 August 2026 (Term 3).  There will be a parent information evening for interested families on Wednesday, 1 July, from 5:00 - 6:00pm at the college.

Further details can be found on the  SMART Program page.

COLLEGE UNIFORM

Our College expects all students to wear school uniform as part of an overall dress standard that ensures appropriate and safe attire for learning. We believe that a uniform reinforces a pride in a student's appearance, instils recognition of themselves as an integral part of the school community and assists in developing pride in representing the school.

Uniforms also provide a level of safety for our college community. The uniform enables staff to readily identify Gungahlin College students. When students are out of uniform, our staff will approach them to identify whether they are a student or an unauthorised visitor.

Uniforms also provide a level of equality, and health and safety. For example, appropriate footwear in practical classes such as wood/metal work, science labs and kitchens.  Expense factors have also contributed to the establishment of our Uniform and Dress Standards Policy.

For your information, our school uniform is available from:

LANGUAGE TRANSLATION

Our college website now has a language translation function. This is available in the top right-hand side of the screen and enables you to select a language. It will then translate the website contents, including our newsletter: ‘What is On’, to the selected language.

WELLBEING SUPPORT RESOURCES

In these times of increasing uncertainty, mental health challenges will affect most young people.  Please see the list of external Vital Support Contacts that students and parents can access whenever they feel overwhelmed or need support.

CAREERS

Please see the Careers Update.

CALENDAR

WEEK 21

Monday 29 June - Friday 3 July

TERM 3, WEEK 1

Monday 20 July

Tuesday 21 July

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