In Week 2, I had the privilege of attending the Year 12 Graduation. Parents who joined us would agree that each graduate carried themselves with an obvious sense of pride, and rightly so. The Graduating Class of 2025 leaves having made a lasting positive impression, most evident in their contributions to the CBC community across all facets of student life. 
At the ceremony, two students spoke about their journey, reflecting on the significant events, conversations and rites of passage that shaped their transformation from boys into the young adults that stood on the stage before us. Both highlighted a common theme: growth, shaped by feedback and support from teachers, families and peers. Significantly, both students mentioned that, looking back, they would never have convinced their Year 8 or 9 selves that they would one day stand before the community to share their personal successes and growth at the end of Year 12.
The Power of Feedback
For each of these students, feedback played a pivotal role in helping them grow academically and personally. Sometimes it was affirming; at other times, it was critical, explaining expectations, identifying where they had fallen short and providing actionable next steps for improvement. This guidance helped them move towards becoming the CBC gentlemen we know they can be. For some, this journey meant discovering capabilities they did not yet realise they had. However, feedback is only powerful when acted upon, and this requires intentional reflection, something many students are still learning to do.
Starting the Conversation at Home
Parents can play an active role by asking questions that encourage their sons to reflect and take action on feedback. Any question that prompts engagement is better than simply filing away assessment or classroom feedback without revisiting it. Consider asking:
1. What feedback have you received recently on your academic work or personal attributes in the classroom?
2. Does this feedback align with your own reflections on your performance? Why or why not?
3. What do you think is an appropriate next step to address this feedback?
4. What will you commit to doing, and how can we measure success?
If students struggle to answer, this is completely normal. One advantage I have is that I am on campus with them for six hours a day. Perhaps these recent observations can serve as conversation starters:
I have noticed increasing reports of students disadvantaging themselves by failing to bring required materials or arriving late to written assessments. At this point in the year:
• How organised and prepared are we for every class? (Homework complete, laptop charged, correct workbooks and textbooks, all stationery in working order.)
• Are we aware of the dates and times of upcoming assessments?
• Do we have a clear study plan for upcoming exams and semester tests? Revision for these assessments is very different, as it requires revisiting content taught months ago.
Opportunities in Term 4:
One benefit of this period is that, with Year 12s graduated, our student-to-staff ratio is temporarily lower, with some core classes split into smaller groups for more personalised learning. Now is the time for students to seize every academic opportunity available to them: study labs, tutorials and one-on-one sessions to act on assessment feedback. It is always a great idea to ask for additional help when required in a period of the year where a number of teachers are best positioned to assist.
In what seems like no time at all, our younger students will be the ones on stage at Graduation, sharing reflections on their own journey. For some students who might be thinking "there is no way that will be me, I'm not a model student", it may be worth reminding them that both students who took to the stage last week shared that very sentiment. I hope this week, each student is able to discuss with you their response to feedback received, and I look forward to continuing to work in partnership with you all to make their story a positive one.
Mr Jean-Paul Papineau
Deputy Principal - Teaching & Learning