Recognising achievement, character and growth

The second week of Term 4 is one of my favourite weeks in the Carey calendar, as this is when we celebrate and honour our Year 12 students whose Carey story is coming to an end. 

Valedictory Celebration Week and, in particular, our House Celebration and Speech Afternoon, provides our community with the opportunity to acknowledge the many contributions that the Year 12 Class of 2026 has made to our school. At this event, every one of our students is honoured and, in doing so, we illuminate and celebrate the multifaceted nature of excellence in the Carey context, including stunning academic achievements, co-curricular accomplishments, leadership, service and character. This event captures what we aspire to for every student as they progress through our school: that they will leave us having achieved their personal best in all domains of their Carey life.

As I look back on the achievements of our Year 12 students and step into the leadership of the Years 7 to 12 program for Term 4, I am assured that, at Carey, creating the conditions for personal excellence remains central to our aspirations for all of our students. We continue to be committed to having high expectations for every learner, and we acknowledge that excellence takes many forms, yet it is always the result of effort, growth, curiosity and persistence. 

We also know that excellence in learning does not happen by accident. Research from both the OECD (Organisation for Economic Co-operation and Development) and PISA (Program for International Student Assessment) reinforces that a key pre-condition for learning is belonging, and this theme has been reinforced by many of our Year 12 students as they reflect on their success and begin to prepare for their next phase of life. 

We know that students learn best when they feel known, supported and connected. The strongest schools do not and cannot choose between belonging and excellence. Instead, we work to create an environment where students feel deeply connected to, and safe in, our community. When students experience that sense of belonging, they are more motivated to learn and more likely to achieve their personal best academically.

Throughout the course of this term, our educational leaders and teachers will continue the significant work already underway in preparation for the 2027 academic year. This work includes the careful consideration of programs, pathways and student opportunities, while reinforcing our commitment to knowing our students and understanding how they learn. Ultimately, this work is about creating the conditions for every student to thrive. The 2027 timetable has been designed to strengthen connections between students, their teachers and their peers, creating more opportunities for students to feel known, supported and challenged in their learning.

In my sixth year at Carey, it remains a privilege to work alongside colleagues who are so deeply committed to both excellence and belonging, and to support young people who continually demonstrate what is possible when high expectations are matched by opportunity, encouragement and care. I wish the Year 12 Class of 2026 the very best as they embark on the final phase of their learning journey at Carey, and I look forward to continuing to shape the experience of our Years 7 to 12 students alongside our broader community.

Kellie Lyneham
Deputy Principal – Quality and Innovation