Senior School

1

Term 2 Week 2


Welcome back to all parents and students from the Easter holiday period and a big welcome also to all new staff and students, including our new principal Mr Dan Walker.  I hope that everyone had an opportunity to relax and enjoy time together. As part of this break, all parents would have received their child’s Term 1 report card. It is hoped that parents have thoroughly discussed this report with their child to identify areas of improvement. 

On Wednesday last week the first round of Parent-Teacher Interviews was held, and interviews occurred again on Monday and Thursday nights this week.  At such occasions I am frequently asked by both parents and students how students can progress their results and improve their learning.

One of the first steps in improving learning is to establish exactly where the student is at – or gauge a starting point.  While it might be obvious to simply look at a number or letter on a report card, this does not always tell the full picture.  Verbal and written feedback, as well as personal reflection is really required to fully analyse a starting point for growth.  In the same way as planning a holiday or a drive in the car, you need to have established your surroundings and location to move forward in the direction that you wish to go.  While blame for poor results is often deflected to failures in technology or the internet, illness or too much socialising and good results attributed to diligent study regimes, attendance at tutorials, and submission of drafts, the key ingredient in all situations is the student.  Therefore, any questioning and explanations accounting for the results to date should commence with the individual themselves.  

Directed and personal reflection enables students to evaluate their learning and take responsibility for their involvement in the learning partnership with the College, their parents and guardians.  When students ask of themselves questions such as, “What went really well last term?”, “What went ok?” and “What was not so good?”,  they are identifying and analysing their broad strengths and weaknesses as learners; however, it is in the interrogating of one’s responses that students really gain a deep appreciation of what is required for improvement in learning. 

When we as teachers ask students to consider, “what went really well” we are trying to help them identify and understand the reasons for their success.  By recognising how a specific experience differed from other experiences, we are encouraging the development of the student’s self-esteem and pride in their achievements.  Acknowledgement of success and recognition of skills reinforce the of the learning strategies used and encourage their sustained application.
 
Secondly, when asked, “What went ok?” we are asking students to evaluate their actions.  By determining the difference between highly successful endeavours and those that were not as good, a correlation between behaviours and results can be established.  Often it is only a slight degree of strategically timed effort that can make a huge difference to a student’s overall results. By identifying when, where and how simple but significant changes can be made, anxiety can be reduced and motivation to improve through changed behaviour can be established. 

The final question requires the greatest levels of personal honesty and frankness.  This question calls the individual to account and requires them to own the reasons why they haven’t achieved to their potential.  While the answers to some of these questions may be confronting, they also enable students to identify what they need to do differently next time to avoid similar consequences.

While some changes can be brought about by individual students themselves, when the responses to these three questions are considered and discussed openly and honestly with teachers the greatest benefit is achieved.  As assessment is being handed back and new tasks are being handed out this term I strongly encourage students to take the time to reflect on their learning and commit their responses to paper or an online file so that they can revisit and refine their thoughts and goals for this term.  I would also encourage students to make time to discuss their progress and learning goals and achievements one on one with their teachers so that they can refine their learning skills, techniques and practices and improve this term.

Formal
Year 12 students celebrated their Formal at the recently renovated Howard Smith Wharves under the Story Bridge on the last day of Term 1, Friday 5 April.  The location provided a spectacular backdrop to the event and the students and their partners looked amazing.  As they entered the venue they introduced themselves and their partners to Mrs Tammy Roth and Senior School staff who lined the entrance in a Guard of Honour.  Photos of the night are below and a student report on the evening can be found later in this newsletter.  Overall, it was a wonderful celebration of twelve years of schooling with friends, staff and proud family members who accompanied students to the venue.

Uniform

Students are reminded of the College’s expectations regarding haircut styles, hair colour, earrings, makeup and eye lashes in addition to the normal uniform presentation expectations. 

The rules with respect to these items have not changed and they will continue to be strictly enforced.  To this end I would like to draw particular attention to the following items:

1) Boy’s trousers should not be shorter than the top of the heel of their shoe.  This means that their socks should not be visible. If socks can be seen they are too short.
2) Girl’s skirts are to be knee length.  This means that the hem touches the top of the knee.  If the hem leaves the thigh exposed it is too short.
3) Formal hats should be worn to and from the College and to assemblies.  Hats should also be worn when outside throughout the day moving between classes and at recess times.
4) Girl’s earrings should be gold or silver studs or sleepers.  Pearls, crystals, coloured stones or decorative studs are not acceptable.
5) The College tracksuit is not to be worn with the formal uniform in place of a jumper or blazer.
6) Senior students are remined that their Senior jersey may only be worn with the formal uniform when on campus during Terms 2 and 3.  The jersey does not replace a Senior student’s blazer which is to be worn to and from the College.

Blazers are required in Term 2 as part of the winter uniform. It is expected that dry-cleaning, mending and replacement has taken place over the holidays. Blazers should be worn to and from the College each day.  More specifically, the blazer should be worn with a College badge on the left lapel and the sleeves of the blazer must not be pushed up.

If you are unsure of the College’s uniform requirements or expectations, please consult the Student College Diary (pages 80-83) for further clarification.

ANZAC Day Commemoration Service


On Wednesday last week the College commemorated ANZAC Day with a service and wreath laying ceremony.  Wing Commander Michelle Maundrell, Commanding Officer Health Operational Conversion Unit, Mr Phil Buttigieg, Schools Officer Beenleigh RSL Sub-Branch, Maree Robbins, Logan Diggers Services Club and the Springwood Tri-Service RSL Sub Branch, attended the service along with many members of the College community.

Wing Commander Maundrell, outlined some recent operations and deployments that Australian service personnel have participated in, in recent years including humanitarian and peace keeping missions to active combat.  The service was complimented with the choir singing the “The Soldier”.  Written originally by Confucius over 2000 years ago, the poem outlines the conflicting emotions of loss and hope have then been adapted and turned into a choral work, by composer Paul Jarman.  It is a very interesting work and insightful message, so I thought I would share the lyrics with you to peruse.

Lyrics
T H E   S O L D I E R
By Confucius with additional lyrics by Paul Jarman

I climbed the barren mountain
And my gaze swept far and wide
For the red-lit eaves of my father's home
And I fancied that he sighed
My son has gone for a soldier
For a soldier night and day
But my son is wise, and may yet return
When the drums have died away

I climbed the grass-clad mountain
And my gaze swept far and wide
For the rosy lights of a little room
Where I thought my mother sighed
My boy has gone for a soldier
He sleeps not day and night
But my boy is wise, and may yet return
Though the dead lie far from sight

Here I stand so strong and free
Singing you the hope you seek
Stand as one we’ll sing for peace
And we’ll make this world a better place

I climbed the highest summit
And my gaze swept far and wide
For the garden roof where my brother stood
And I fancied that he sighed
My brother serves as a soldier
With his comrades night and day
But my brother is wise, and may yet return
Though the dead lie far away

Our College Captains Adrian Ryrie and Georgia Kelly represented the College at the Beenleigh Dawn Service on ANZAC Day. Vice Captains Samuel Christian-Greenwood and Heidi Le Masurier spoke on behalf of the College at Talbarra. Below are Samuel's and Heidi's speeches, which were highly commended by the audience on the day.

ANZAC Day Speech - Heidi Le Masurier

ANZAC Day Speech - Samuel Christian-Greenwood


Secrets to Learning
Over the course of the semester, I will be outlining strategies proposed by Carole Wade, Carol Tavris and Maryanne Garry that were originally published in their work, “The Nine Secret of Learning” and then reprinted by the American Psychological Association.  

These academics discovered that despite many students favouring a strategy of simply reading over their text book or class notes as a form of study, these methods were in fact, not particularly helpful for retaining, recalling or applying information.  By contrast they suggest that one of the biggest influencing factors for retaining and recalling information is to regularly ask ourselves questions, retrieving the answers and test again and again until the information has stuck.  This applies not only to the recall of information being learnt in a single session but also requires the same technique to be applied at regular intervals over the term/semester. While this may be the most beneficial across a range of students, a combination of techniques is thought to maximise a person’s ability to learn information, as multiple neural pathways are set down enabling a greater likelihood of information recall when required.

Scenario:  Your teacher has given you a list of textbook and website pages to read and study How will you learn all of this information?

“Secret #1: Use the 3R technique: Read. Recite. Review.

• Read the section of the chapter or designated pages Then close the book and hide your notes.
• Recite (speak aloud) everything you can remember about what you've just read. You don’t need fancy equipment. You just need to recite the information to yourself, to your family, a friend, a pet or even a plant in your room.
• Review the section by reading it again to correct anything you got wrong, or to revisit important information that you overlooked when you recited.

In one study comparing the effectiveness of various study techniques, students in three groups read long, technical encyclopedia entries (McDaniel, Howard & Einstein, 2009). One group used the 3R technique; a second read the articles twice and did nothing else; a third read the articles once but took notes while reading. A week later, everyone took the same test. The students who had used the 3R technique did much better on the test than students who used the other techniques. What’s more, it took students less time to use the 3R technique than reading and taking notes.

One reason this method works so well is that when you practice the second R, you see immediately what you had trouble understanding, learning and remembering, so you know what to concentrate on when you do the third R: review. 

McDaniel, Mark A., Howard, D. C., & Einstein, G. O. (2009). The Read-Recite-Review study strategy: Effective and portable. Psychological Science, 20, 516–522.

Wade, C., Tavris, C., & Garry, M. (2014). The Nine Secrets of Learning. Psychology (11th ed.). Upper Saddle River, N.J.: Pearson Education.

Ms Anne-Marie Gerlach
Coordinator of Senior School


DATE CLAIMERS
TASS Sport – Away @ CHAC    Saturday 4 May
Labour Day – Public Holiday    Monday 6 May
TASS Sport – Away @ St John’s    Saturday 11 May
TASS Sport –  @ HOME     Saturday 18 May
Principal’s Assembly      Friday 17 May
OPEN DAY       Saturday 18 May
TASS Sport – Away @ JPC     Saturday 25 May
Interhouse Athletics Carnival     Monday 27 May
Monday Timetable      Tuesday 28 May
TASS Sport – @ HOME     Saturday 1 June
Spirit Assembly      Monday 3 June
TASS Sport – @ HOME     Saturday 8 June
Year 10 Exams commence     Tuesday 11 June
Year 12 Exams commence     Thursday 13 June
Year 11 Exams commence     Monday 17 June
TASS Sport – TBC – FINALS     Saturday 15 June
Year 10 Work Experience commences   Monday 17 June
Year 11 Leadership Day     Thursday 20 June
End of Term - Chapel      Thursday 20 June
Student Free Day      Friday 21 June
Year 12 Ski Trip      June-July Holidays


Curriculum Focus – ITD
New subjects have taken over Year 10 this Semester as we welcomed two new offerings to our subject area.

Design Technology is offered for the first time in Year 10 this year, and students have continued their learning journey that started in Year 9. Students have focused on their sketching ability and how to communicate their design ideas when solving problems, and have also learned presentation methods for their future design folios. Students participated in an Egg Drop challenge which saw lots of creative thinking emerge and some wonderful and successful protective cages for the eggs. This term, students are designing C02 Dragsters from balsawood and will have the opportunity to represent the College in the Maryborough Technology Challenge this September with their race cars.

Engineering Technology is a wonderful new subject which was offered to our Year 10 students this year. This is a STEM based subject and students have spent Term 1 building high quality, carbon fibre drones. Students are working in pairs on the construction of the drones and are now learning to use Python to program the flight and path of the drones. We are looking forward to seeing them flying around the campus before the end of term.

Certificate I in Furnishing has seen our students learning to use and operate basic woodworking machinery in the workshop as part of their first project. They have learned the safe operating procedures associated with these machines and have produced items accurate to 1mm. They are now working on a folding leg table, using hand tools to produce finger, bridle and mortice and tenon joints with a high level of accuracy. Once assembled, students have the option of using the laser cutter to engrave the table tops with unique designs to customise their tables. 

Students in Year 11 have worked in their many subjects to develop new projects and products. With two brand new subjects now on offer, students have been spoiled for choice and are learning fantastic new skills.

Design is our new subject, where students are studying the design process and how to use it to develop new and innovative concepts to solve problems for others. Students have studied sketching and presentation techniques, while learning about the history of design, focused on the popular design styles throughout history and are currently designing a multi-function area within the College that has the ability to bring students together across year levels and provide them with a place to meet and collaborate.

Engineering is providing students with hands on experience that is closely related to the way that engineers operate in university and beyond. Students are learning, understanding and using the concepts of force, motion and energy as well as high level mathematic equations to solve complex problems and to design structures which can withstand levels of force when applied to them. Students work across a combination of regular classrooms and workshops to design and create their engineering solutions and then test their structural integrity. They are achieving wonderful results so far.

Construction students have used construction tools and processes in the courtyard and have already produced a timber tool carry-all from plywood and are now almost finished a set of saw horses using compound angles and working with construction materials and equipment. Students are about to begin a school-based project where they will create items for the College which will be used by our students for years to come.

Furniture Making Pathways students are constructing a hall stand from meranti. This hall stand features a removable top and secret storage compartments and will be an amazing addition to their houses once complete. Students are using workshop tools and machinery to produce their projects with great results. Next up will be a kitchen stool which features compound angles and high levels of accuracy for the assembly of the stool. We can’t wait to see what they come up with.

In Year 12, students have consolidated their knowledge from previous years, and are on the homeward stretch towards completion. 

In Construction, students have created some great outdoor tables made from hardwood, and featuring a polished concrete top which has coloured glass stones throughout for effect – they look amazing and really top quality (pictures attached). 

Furniture Making Pathways students have designed their own furniture projects and are now building these with a high quality joining and assembly techniques. Students will all emerge with a unique project that they can be proud of. 

In Graphics and Technology Studies, students have continued their designing journey. Graphics students are designing a senior common room with a focus on interior design, while Technology Studies students have nominated their own target audience to develop a design for members of their identified communities. Designing for others is always a challenge, and these students have worked very hard to come up with interesting designs. 

IPT students have been focusing on the development of relational database using SQL language and have been working on a greater understanding of the ways databases work for companies and product lines.

Mrs Alana Patterson
Curriculum Coordinator - ITD Years 8-12 and IT Years 9-12


Year Group in Focus – Year 11

The Year 11 students have had an exciting start to Term 2, meeting the College’s new Principal on the first day, attending the ANZAC Day Commemoration Service and preparing for the Cross Country. With the new ATAR system topics and terms don’t of necessity align and many subject areas are well into Topic 2 of Unit 1. 

It remains important that students maintain healthy habits, both mentally and physically to cope with study pressures and stress.   Time management in all aspects of their daily lives is essential.  From extracurricular sport and music commitments to social events and work, students are expected to be fully aware of up-coming events and assessment and plan accordingly. 

On Wednesday we start our Good Sheppard program, where students work with Year 7 students guiding them through some activities to develop their own leadership and interpersonal skills amongst the younger peers, the program will continue every Wednesday to the end of the term. 

I’m looking forward to a great term as the students continue to progress through their studies and commence their formal leadership journey in preparation for their final year at Canterbury. 

Mr Gabriel Chan
Year Level Coordinator - Year 11


Formal – a girl’s perspective.
Formal: the date every teenage girl anticipates for at least a year, or two. 

Planning for that perfect dress became a hot topic to discuss between friends, and let’s not forget the make-up, hair, jewellery and the car!  

“Will you go to formal with me?” often asked in the cutest ways: from bouquets of flowers, sentimental videos, to a team of boys lined up armed with posters; it could even include a beautiful note written spontaneously under a sky of fairy lights.
Pre-formal photos with our family, friends and formal partner saw lots of laughs- it was a tonne of fun.  

Howard Smith Wharves was an amazing venue!  The night-time view of the Story Bridge was spectacular, and the photo booth became a hotspot.  The partner dance was a success: no girl fell over in her heels (that I’m aware of) but believe me, dancing in heels took some practice.

After enjoying the lovely food, a bit of mingling at the tables and on the dance floor, our night came to an end. Our Grade 12 Formal definitely had some highlights and will be a night to remember.

Heidi Le Masurier - Year 12