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Independent · Combined · Fawkner

Darul Ulum College of Victoria

1,766
Students
801 boys · 965 girls
Prep-12
Year range
1005
ICSEA
avg = 1000
6%
Students from non-English speaking background
ICSEA - socio-educational intake context 1005

ICSEA reflects the socio-educational background of students at this school - it is an intake measure, not a teaching quality or outcomes ranking. National average is 1000. Range is roughly 500–1300. This school's ICSEA places it above 49% of Australian schools.

VCE outcomes - 2025
31
Median VCE study score
100%
Satisfactory VCE completions
141
Students in a VCE / VCE VM study
Units 3–4

Senior pathways offered: VCE · 16 VCE, VCE VM and VCE VET studies (Units 3–4) · 1 VET certificates.

A median study score is one published measure, not a school ranking - study scores sit on a 0–50 scale per subject. Source: VCAA Senior Secondary Completion and Achievement Information (SSCAI), 2025. © Victorian Curriculum and Assessment Authority; reproduced with permission. For current versions and related content visit http://www.vcaa.vic.edu.au

Suburb Fawkner 3060
Local government area Merri-bek
Remoteness Major Cities
Sector Independent
School type Combined
Indigenous students 0%
Statistical area (SA2) Fawkner
Official website www.dulum.vic.edu.au

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Catchment zone shown where matched to official VIC government data.

Map: © OpenStreetMap contributors. School pin is approximate (ACARA geocoded location).

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Other schools in Fawkner

School Sector Years Enrolment ICSEA
Fawkner Primary School Government Prep-6 238 1020
John Fawkner Secondary College Government 7-12 234 958
Moomba Park Primary School Government Prep-6 205 1018
St Mark's School Catholic Prep-6 170 1076
St Matthew's School Catholic Prep-6 204 1009

Source: ACARA School Profile & School Location 2025 (Data Access Program). VIC and NSW government catchment zones from DET School Zones 2027 and NSW DoE School Intake Zones 2026. ICSEA is a socio-educational intake index - it measures student background, not teaching quality or outcomes. Methodology →