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Principal’s welcome

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Dakabin High is devoted to achieving both equity and excellence by providing students with top-notch educational opportunities within and beyond the classroom. Our school aspires to be a high-performing institution fostering a culture of learning, equipping our students to become resilient, healthy, and successful citizens in the 21st century.

At Dakabin, we firmly believe in the untapped potential within each student to reach their goals. The pillars of Learning, Discipline, and Community serve as the foundation for this belief, and we expect a commitment to these values from every member of our community. This commitment is evident in the extensive range of extracurricular activities we offer, emphasising the holistic development of our students.

Recognising that learning extends beyond the classroom, Dakabin High has established a notable reputation for providing diverse academic, sporting, and cultural opportunities. Our dedication to excellence is reflected in the wide array of experiences available to students, both within the confines of traditional learning spaces and in various extracurricular pursuits.

Dakabin High places great importance on collaboration, viewing partnerships with students, parents, staff, and the community as essential to realising our vision. We are committed to cultivating a positive, mindful, caring, and compassionate environment that nurtures the thriving of every individual student. Our staff is unwaveringly dedicated to delivering enriching learning experiences while prioritising the well-being and sense of belonging of each student.

In essence, Dakabin High stands as an exceptional environment for students to learn and flourish, with a steadfast emphasis on fostering positive relationships, maintaining high expectations, and continuous improvement. The commendable commitment of our school community to equity and excellence through inclusive opportunities for all students undoubtedly paves the way for the realisation of their dreams.

Pete Keen
Principal

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Last reviewed 19 March 2024
Last updated 19 March 2024