28 April 2017

Newsletter Articles

Principal’s Report

Term 1 Reporting

All families should have received the Term 1 Interim Report via email at the end of last term. I hope all students and their families have taken the opportunity to reflect on the results and develop a plan with specific goals and actions for term 2.

It was great to see the turnout at the Parent Teacher interviews last week. If any parents were unable to meet with teachers on this date please make contact through the school office as necessary.

School Action Plan

The schools 2017 Action Plan is well underway a number of key milestones have already been achieved in term 1. This year Reading Comprehension continues to be a key focus area for all subjects in all year levels. Added to the Reading Comprehension will be an increased emphasis on Writing. We will be increasing the exposure of students to “on demand” writing with familiar and topics of choice. This will also have an impact on vocabulary, spelling as well as grammar and punctuation. These are the focus areas that our Literacy Coach, Mrs Lyn Hansen and in particular our junior English teachers.

Numeracy is always a priority with a key focus on number facts. This is happening in every junior Maths class through the work of our teachers and the numeracy coach Mr Dan Leftwich.

Student Engagement is the third priority area that makes up the Action Plan. Again focus is on student attendance and behaviour. This year there is a more consistent approach being developed around the process when students are disruptive in class. Along with the continuation of the “Essential Skills Classroom Management” teachers are using follow up conversations around the “Restorative Practices” process of looking at the impact that individual student behaviours are having on all involved. This along with the introduction to staff of a program called “Reboot” forms the basis of the social and emotional wellbeing elements of the school plan.

Parent Teacher night

Can I thank all parents and students who took the opportunity to look at ways to improve their results through the valuable conversations that occurred on Monday night. Research shows that where there regular and cooperative conversations that are followed up both at home and school, improved student outcomes result.

ANZAC Day services

Regularly at student parades I speak about the school’s community image and how each and every one of us contributes to that image. Can I thank all students and staff who contributed in any way to the promotion of a positive school image through their participation in either of the services on ANZAC Day.

Glen Robinson
Principal

Anzac Day

On Monday 24 April BSHS held its ANZAC Day ceremony. This was led by school Vice Captains Izaac Whan and Taylor Woodward with readings presented by Senior School Captains Erin Hatcher and Clare Eeles, the junior school captains Breanne Howden and Jai Dempster reciting the Poem, A Tribute to Anzac Day and wreaths being laid by each of our House Captains on behalf of the students from the 4 HOUSES of the school.

School Chaplain Mike Turner asked all of the assembly to reflect on the sacrifice that so many young men and women have made for us all, not only on that fateful day in Gallipoli in 1915, but in countries around the world today where turmoil still exists. The Concert Band played a wonderful version of 21 Guns and Instrumental music teacher Clare Deady played the Last Post and Rouse. We were very fortunate to have Mr John Nisbett, President of the Beerwah and District RSL Sub Branch deliver the Ode to our assembly.

Junior and Senior School Captains and Vice Captains also played a role at both the Dawn Service and the Community March and service by reading 2 poems to the gathered crowd. It was great to see so many students attend the Dawn Service and March as it goes to show that those who have now passed will not be forgotten.

Tanya Hayden
Deputy Principal

Chaplaincy Dinner

On Friday the 19th May the local chaplains are hosting a special fundraising dinner at the Beerwah Community Hall. This is the major fundraiser for our chaplain – Mike Turner – who works at Beerwah High 5 days a week and relies on donations and fundraising event to provide his wages. Sponsorship packages are available for this event too. Please contact Mike at the school office if you would like to find out more.

Beerwah State High School Colour Run

Exciting New Opportunity for Beerwah SHS Students

On Monday the 8th of May, in conjunction with our competitive cross country events, the HPE Department will be hosting an exciting new event – the Beerwah SHS Colour Run. This event will be an exciting opportunity for students to participate in a non-competitive and fun event while raising funds for the school. During form classes this week, students will receive a fundraising pack containing information required to set up an online fundraising account through the CUA Fun Run organisation. Completing the fundraising online will provide a safe and reliable alternative to traditional door-knocking. Students can share their personal account website with family and friends via email and social media receive donations. While we encourage students to utilise the online fundraising, the packs also outline how to collect cash donations. By participating in the fundraising, students will be given the opportunity to participate in the Colour Run, select a prize from the CUA Fun Run package, and will be allowing the HPE Department to improve facilities and equipment available to all students through HPE subjects. We are very excited to be offering this unique event and hope that students will embrace this opportunity.

Student Services update

Cyberia – Brainstorm Productions

On Friday 21st April, Year 9 & 10 students were given the opportunity to view a Brainstorm Productions’ Cyberia. This performance is educational theatre that addresses the issue of Cyber Bullying. I have attached a brief overview of the performance below.

Ruby loses her moral compass on blogs, Facebook, Instagram, Snapchat and MSN. She is instantly banished to "Cyberia". Tim is in self-imposed exile playing online games.

When they indulge in cyber bullying and anti-social behaviour it creates havoc in the real world.

They suddenly realise they can't just press the "undo" button to retrieve their relationships, reputation, dignity and most of all their privacy.

In consultation with IT, education and mental health experts, their creative team wove together true stories of Gen Y/Z's internet experiences. It poses questions about how the digital age is affecting our brains, our humanity and our future.

Nick Stead
HoD Student Services

Congratulations to Carl Barlow

Year 10 Student Carl Barlow recently entered into the biggest competition for bmx in 2017 - The Australian titles held at the Sleemans Sports Complex in Brisbane.

There were approximately 1800 entrants from across Australia competing over several days.

Anyone who knows Carl will be aware that he wars sleeps and breaths bmx. Carl is currently sponsored by PK Racing/ GHP. Carl has been training hard every weekend as well as during the week including his usual Friday night racing.

Carl made it through to the quarter finals and missed out on the semi finals by two places. Carl placed 24th in Australia for the 15yrs boys. Despite being unwell all week Carl gave it everything he had. The atmosphere was amazing around the track especially with our Olympian riders Caroline Buchannon, Lauren Reynolds and Anthony Dean also competing on the same day.

Carl is now back training ready for the Southern Queensland Titles in June and then the Queensland state titles in September. Carl also had the pleasure in meeting and having his photo taken with Olympian rider and the Australian Elite womens winner Caroline Buchannon.

Well done Carl.

Ultimate Frisbee Workshop

By Mike Turner (School Chaplain)

We have been running games of Ultimate Frisbee on the oval at 1st Break each Thursday for a few years now. It is a great game, loads of fun and easy for anyone to have a go at. On Thursday 27th April Beerwah High had two special guests come along to teach us some great new Ultimate Frisbee skills. It was a beautiful day and 32 students came down to participate.

Our special guests were Jane Moe (Australian player) and Ryan McNaught (Queensland player) and they ran some great drills focussing on backhand & forehand passes, plus showing us some important offensive and defensive plays on the field. A big thank you to Josh Jeffrey (chaplaincy volunteer) who worked the BBQ, cooking a sausage sizzle for everyone who came along. Special thanks to Jane and Ryan who gave up their time to come and spend the day with us here at Beerwah High.

Jane presented Daniel Kennedy (Year 10) with a signed Frisbee from a recent international game for showing great sportsmanship during the day and applying all the skills learned in the game. You can follow Jane’s progress in France by visiting their Facebook page: “Australian Platypi Women's Beach Ultimate Team”

Chappy Mike with Ryan McNaught (Qld player) & Jane Moe (Australian player)

The Arts

Robin the Hood

Date claimer: Beerwah SHS presents...Robin the Hood! The stage is being set. The Merry Men are being merry. The Bad King John is being very bad. The Fairy Woodmother is...there... And Maid Marion needs rescuing!

Our Theatre Restaurant will cater for evening performances on Wednesday May 31st and Thursday 1st June 2017!

Tickets $25 and will be on sale very soon.

Stay tuned for more details...

2018 Spanish Trip

Beerwah SHS is planning a student trip to Spain in the September school holidays 2018, for students who will be in Years 10 and 11 next year. Parents of eligible students have already been notified with a letter of expression of interest and we are hoping to finalise numbers of interested families ASAP. A representative from the tour company, who is organising the trip, Doppelgaenger, is hoping to visit the school mid-term, to talk to parents and answer any questions.

This trip is going to be such an amazing experience for our students. Not only will it give the students a cultural and linguistic insight into the language, it will help build their self-confidence, open their eyes to the wonderful possibilities available to them when they leave school and appreciate cultural diversity. We are hoping to go to Spain every two years, giving every student the opportunity to go during their time at Beerwah, if they choose to continue with Spanish into the senior years.

Tanya McIlveen
Teacher BSHS

BSM Update – Information on BPOINT

BPOINT IVR

IVR stands for Interactive Voice Response. IVR is a payment solution that enables Schools to charge card payments via a Bank hosted IVR phone service in real-time. This application is used across the world to collect card payments from their customers over the telephone. This system allows our families to make payments to our school anywhere, anytime.

BPOINT IVR is compulsory for schools and was implemented at the start of this term. No credit card payments will be taken over the phone unless they are processed via BPOINT IVR. Please be aware that schools will not accept a paper record of card details to process a manual entry for a payment.

New Process:

1. Customer calls 1300 631 073 to make a credit card payment over the phone. If you phone the school, you will be transferred to the secure BPOINT line.
2. Customer enters their CRN, invoice number, amount and card details to complete the payment.
3. At the end of the call they are provided with a unique payment receipt number and the information is sent to the relevant finance system (OneSchool) for automated receipting. If you have multiple invoices to pay, you will be prompted to enter additional invoice details once your first payment has been processed.

OneSchool Invoices will be updated from the start of Term 2, 2017 to include the BPOINT IVR number - 1300 631 073 for parent/customers to call and make payments. The CRN (Customer Reference Number) and invoice number will also be displayed in the bottom left hand corner of invoices.

If you are unable to obtain the details (CRN, invoice number, invoice amount) to make a payment, the School Administration and Accounts Receivable staff can retrieve and provide this information to you.

If you have any questions about this new process please feel free to contact the school.

As well as BPOINT IVR we also continue to offer a number of other options to assist you in making payments to the school including: BPOINT online, direct deposit, EFTPOS, Cash, Cheque and Centrepay deductions. We understand the financial pressures that some families may experience so please do not hesitate to contact the school to discuss the option of payment plan if needed.

Angela Croft
Business Services Manger

Year 10 Geography – Environmental Expo

What effect is the rabbit having on the Australian environment and native species? The answer to this plus many other issues were to be found at the very informative Environmental Expo at the end of Term 1. Visiting staff and students questioned and reviewed the presenters on their topic and displays which consisted of posters, brochures, designs for bookmarks, magnets, bags and shirts, a rap, diorama and a game. Using their completed Research Booklet and Short Report the students displayed their knowledge and skills about an environmental topic of interest, such as the damage to The Great Barrier Reef from Crown of Thorns or pollution, loss of native species or land degradation from introduced species and deforestation, to name a few topics. Well done to this class of hard-working, engaged year 10 Geography students.

Donna Grant
ST:LaN / English/Spanish & Humanities Teacher

School based traineeships/apprenticeships (SATs)

SATs

Congratulations goes to Hayden Bonato who was recently signed up for a school based traineeship in horticulture with Bokarina Edible Garden. Hayden has begun a pathway that will provide him with real workplace experience and skills while working towards completing a certification qualification.

Vacancies for school based traineeships and apprenticeships are advertised on the ILC noticeboard, on student notices and on our school’s Facebook page. For further details see Ms Skerman in the ILC.

Current vacancies:

Sumo Salad, Maroochydore – school based traineeship in hospitality (Prestige Service Training)
Gloria Jean’s, Buderim – school based traineeship in hospitality (Prestige Service Training)

Certificate Courses

Students participating in Certificate II Health Support Services have begun their final few competencies and are now close to completing their qualification. Students have continued to work well both individually and as a group and have found the course interesting and valuable.

The Dual Cert II Salon Assistant & Cert II Retail Cosmetics commenced on 19th April with 17 students enrolled. Trainer Cherry began with an overview of the course and training in a work place health and safety competency. Students are looking forward to the practical competencies which will commence soon. All resources and equipment are provided by the external training organisation and the course will continue through to term 3.

Sunshine Coast Private Hospital experience

Now in its 11th year, the Sunshine Coast Private Hospital experience is a program offered to 60 lucky Sunshine Coast students to visit and tour the hospital in Buderim whilst undertaking hands on practical workshops. The aim of the program is to allow students to gain a further understanding of the many and potential career pathways in the health sector. Students will benefit from seeing what it is really like inside an acute care hospital. The program will take place on Wednesday 9th August 2017, in two sessions. Registrations are open now (closing on 23rd June) and interested students are invited to register as soon as possible to avoid disappointment. Please follow the link below.

Work Experience

A number of students are to be commended for the motivation and initiative shown to participate in work experience placements this term. Work experience is a great way to try out a variety of trades and career paths and offers the chance to participate in hands on supervised tasks in real workplaces. Work experience is usually student initiated. Start with putting together a resume and think about what industries or jobs interest you. Think outside the square as you never know what might interest you. Then start networking – ask family and friends and visit local businesses. There is a simple form to complete with school which means you are covered by insurance.

Congratulations to:

Trent McLellan – AKJ Kemp & Sons, builders
Bailey Siebenhausen – Redsell Air Conditioning & Electrical
Casey Parnell – Glasshouse Tiling

Save the Date
Career Pathways event – Wednesday 7th June 2017

Planning for 2017 Career Pathways is well underway. This year’s format will include presentations on career paths and senior options to Year 10 and 11 cohorts from 1:30pm followed by a career and subject expo starting at 3:30pm. The expo, held in the Student Centre, will provide an opportunity for year 10 – 12 students and their families to speak with heads of department and subject teachers regarding subject selection and to meet and ask questions of representatives from training organisations, TAFE, universities, Defence, Police, apprenticeship network providers, industry and business.

Helen Skerman
Industry Liaison Officer
Beerwah State High School

Humanities Happenings

Year 7 History Archaeological Dig

Some Year 7 classes have put themselves in the shoes of archaeologists and created their own archaeological dig. At the start of Term 1 the students buried artefacts and objects in an effort to see what would happen to them over an extended period of time. Some of the objects that were buried were a toad, lychee seeds, newspaper, a pen and pencil, a shell, a coin, a bottle top and a rock. The students had to record their findings and predict what they thought would happen to the object. We also discussed how long it takes for certain objects to decay after time with some interesting outcomes: organic objects broke down or decayed significantly, however the inorganic material took much longer. Here is an overview of how long it takes for objects to break down.

Banana peel - 3-4 weeks
Paper bag - 1 month
Newspaper - 6 weeks
Apple core - 2 months
Orange peel - 6 months
Wool sock - 1-5 years
Cigarette butt - 10-12 years
Leather shoe - 25-40 years
Tinned steel can - 50 years
Foamed plastic cup - 50 years
Aluminium can - 200-500 years
Plastic bottle - 450 years
Disposable nappy - 550 years
Plastic bag - 20-1,000 years
Glass bottle - 1-2 million years

The students enjoyed the activity and now have a much better understanding of what archaeologists do and the process they follow. They also have a better understanding of how long it takes for objects to break down and have become much more environmentally aware.

Geography Competition

Fifteen students from Year 7 to 10 will take part in the National Geography Competition next week. The students will be answering a series of 50 multiple choice questions relating to topics they have covered in class and general knowledge questions. Good luck to all students participating. Watch this space to see their results.

Is your student currently in Year 10?

Students in Year 10 will have some major decisions to make in the next few months when they make subject selection choices for their Year 11 studies. The Humanities, Business and IT faculty have several OP and non OP subjects that your child should consider undertaking next year.

Legal Studies

Overview:

The study of Legal Studies is important to your future in society. Studying it will help you to become

a good citizen. Whatever you do and wherever you go, and understanding of the law will add to your quality of life. So if you are starting a business, buying a car, getting out of debt, borrowing money or getting married, Legal Studies gives you the ability to succeed.

Why Choose Legal Studies?

• OP Subject
• Develop your ability to be aware of your legal rights, responsibilities and knowledge of when and where to seek legal advice.
• Allows you to understand the structure and process of how the legal system works.
• Allows you to voice your opinion.

Preferred Pre-requisites

It is recommended you have at least a Sound Achievement in Year 10 English or High Achievement in Year 10 History.

"Legal qualifications are not just for lawyers! Whilst Legal Studies can most certainly lead to an exciting and challenging career as a solicitor or barrister, it can open the door to a wealth of opportunities in almost every industry sector you can think of!"

Business Management

Overview:

Business Management provides students with the opportunity to study the world of business, its management and its effectiveness. It also encourages students to consider self-employment and the establishment and running of a small business as a challenging and rewarding lifestyle. Successfully running one's own business is a possible complementary or alternative career pathway to tertiary study and the professions.

Why Choose Business Management?

• Develop an appreciation of what determines the effectiveness of one’s role as consumer, employee, manager and entrepreneur.
• Develop communication and interpersonal skills while working in groups and managing people in order to achieve goals.
• Gain an insight into what is required to establish and manage a small business or organisation.

Preferred Pre-requisites

It is recommended students have at least a Sound Achievement in Year 10 English. Studying Junior Business Enterprise is an advantage.

"Your development should be an adventure of discovery. In today's business world, you need to be an explorer, and inventor and an entrepreneur.”

Geography

Why study Geography?

Geography is about the study of human and natural characteristics of places, and the interactions between them. It is a rich and complex discipline which includes two vital dimensions:

• the spatial dimension, which focuses on where things are and why they are there
• the ecological dimension, which considers how humans interact with environments.

Geography prepares students for adult life by developing in them an informed perspective. This perspective will develop across the two-year course of study through a range of scales, including local, regional, national and global scales. Geographically informed citizens understand the many interdependent spheres in which they live, and make informed judgments to improve their community, state, country and the world.

To meet the challenges of the future, a geographically informed citizen should be able to:

• know and understand facts, concepts and generalisations about Geography
• apply geographic skills to observe, gather, organise, present and analyse information
• use geographic perspectives to evaluate, make decisions about, and report on issues, processes and events.

What is studied?

Semester 1

MANAGING THE NATURAL ENVIRONMENT
The study of human responses to natural hazards and catchment management

Semester 2

SOCIAL ENVIRONMENTS
A study of life in urban areas including sustainable living and town planning

Semester 3

RESOURCES AND ENVIRONMENT
The study of living in physical systems and managing resources in a bio diverse world.

Semester 4

PEOPLE AND DEVELOPMENT
Investigations into contrasting levels of development and attempts to feed the world’s people and control disease.

Geography teaches your child many skills that will be essential to them when sitting the QCS Test as over 40 Common Curriculum Elements are covered in the two year course. Students will also complete a field study during a three day trip to Fraser Island.

In Tourism you will learn concepts and ideas related to the core topics — ‘Tourism as an industry’, ‘The travel experience’ and ‘Sustainable tourism’. You will develop an understanding of the tourism industry and learn about employment opportunities and the range of skills needed to successfully undertake these positions. You will develop knowledge and understanding about reasons why people travel, and the importance of understanding the place, culture, laws and documents required for travel. You will learn about the impacts tourism, consider tourism challenges and opportunities, and the role of sustainable management in tourism.

Ancient History

Why study Ancient History?

In History, as in our everyday life, people ask meaningful questions, collect evidence, sift through it, analyse and evaluate it, to produce satisfactory answers to problems of living. These answers provide a context for our own lives and establish a range of values that shape our attitudes, beliefs and behaviours.

Through the study of Ancient History, we can understand how the modern world has been influenced by the peoples and achievements of the distant past. Through a study of early peoples and cultures, we can understand the processes of change and continuity that have shaped today’s world, their causes, and the roles people have played in those processes. We develop these understandings through processes of critical inquiry, debate and reflection, and through empathetic engagement with the standpoint of others.

Ancient History is a fascinating area of study, rich in wonderful stories of human endeavour, achievement and disaster. The history of humankind from the very earliest times is part of everyone’s heritage and the study of the subject Ancient History ensures that this heritage is not lost.

What do students learn?

The Ancient History syllabus offers students an extensive range of themes and topics. There are twenty-two themes in all, each offering a wide choice of topics. Some themes deal with specific geographical regions and civilisations, such as society and government in Greece and Rome, pharaonic Egypt, and ancient China and India. Others allow students to study ancient societies using a central concept, such as power, conflict, religion, the arts, and everyday life.

Opportunity is provided to study the major ancient civilisations of the Middle East, Greece and Rome, as well as the emerging areas of interest in Asia and Central and South America. The syllabus also makes available the study of the medieval period.

The course that students study will:

• include a study of archaeology, either as a separate theme, or integrated into a number of inquiry topics as appropriate
• select themes and inquiry topics to reflect the geographical diversity of ancient societies
• include a number of briefer studies (background, comparative, linking) to ensure that students can place the inquiry topics within a broader understanding of the history of the period or theme being studied
• include some study of Australia, either as a separate inquiry topic, or integrated into an inquiry topic as a comparative or related study.

How do students learn?

Historical study is based on inquiry. While the teaching of history may involve expository and text-based teaching, the main approach to learning is student inquiry. Students are actively involved in locating, interpreting, analysing and evaluating historical sources, both primary and secondary. In Ancient History, sources can include texts, artefacts such as buildings, art, religious objects, weapons, and everyday items such as jewellery, pottery and clothing. Using the inquiry approach, students identify historical issues for investigation, develop research questions to investigate issues, locate, analyse and evaluate sources, and reach conclusions or make judgments about the issue they have identified.

Ancient History provides insight and understanding of the contemporary world and its issues and concerns. Parents can help their students by taking an interest in and discussing with their students the connections between current issues and their historical background.

Modern History

Why study Modern History?

In history, as in our everyday lives, people ask meaningful questions, collect evidence, sift through it, analyse and evaluate it, to produce satisfactory answers to problems of living. These answers provide a context for our own lives and establish a range of values that shape our attitudes, beliefs and behaviours.

Through the study of Modern History, students can understand why our modern world is the way it is. They can understand the processes of change and continuity that have shaped today’s world, their causes, and the roles people have played in those processes. They can understand that there are relationships between our needs and interests and a range of historical topics, people and events. At a personal level, Modern History helps students to identify their social location, their place in time and their heritage within a distinctive culture. Students develop these understandings through processes of critical inquiry, debate and reflection, and by empathising with the views of others.

What do students learn?

The Modern History syllabus offers students an extensive range of themes and inquiry topics. There are 16 themes in all, each offering a wide choice of inquiry topics. Themes develop broad concepts, such as conflict, power, change, cooperation, the environment. The themes selected for study are developed through inquiry topics that allow students to understand and investigate the concept of the theme in a specific context.

Inquiry topics in Modern History focus predominantly on the 20th century and later.

Tourism is a non OP subject.

What is Tourism all about?

The tourism industry encompasses complex and diverse businesses and associated activities that provide goods and services to tourists who may be engaging in entertainment, culture, conferences, adventure, shopping, dining, challenges and self-development or visiting friends and relatives.1

The subject Tourism is designed to give students a variety of intellectual, technical, operational and workplace skills. It enables students to gain an appreciation of the role of the tourism industry and the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services.

What will you learn?

You will learn concepts and ideas related to the core topics — ‘Tourism as an industry’, ‘The travel experience’ and ‘Sustainable tourism’. You will develop an understanding of the tourism industry and learn about employment opportunities and the range of skills needed to successfully undertake these positions. You will develop knowledge and understanding about reasons why people travel, and the importance of understanding the place, culture, laws and documents required for travel. You will learn about the impacts tourism, consider tourism challenges and opportunities, and the role of sustainable management in tourism.

The concepts and ideas of the core topics are explored through units of work based on the electives ‘Technology and tourism’, ‘Forms of tourism’, ‘Tourist destinations and attractions’, ‘Tourism marketing’, ‘Types of tourism’ and ‘Tourism client groups’.

How will you learn?

You will examine the socio-cultural, environmental and economic aspects of tourism, as well as tourism opportunities, problems and issues across global, national and local contexts and develop understandings that are geographically and culturally significant, for example, investigating tourism activities related to local Aboriginal and Torres Strait Islander communities.

Business and Information Technology

QUT Business Faculty Competition

Five Year 12 students and 4 Year 11 students will compete in this year’s Business competition being held on Monday 8th May at the QUT campus in Caboolture. The students will be working in teams and have 5 hours to work on a case study, write a business report and to film their case. There are great prizes on offer with $3000 going to the winning school, $250 cash to each student and a $1000 scholarship to each student. All participants will receive a $500 scholarship and a certificate acknowledging their participation. The Year 12 students involved are: Keisha Browne, Dale Moffat, Erin Hatcher, Gabrielle Logan and Juliet Stuart. The Year 11 team consists of Tyler May, Rose Mickelson, Georgia Pizzey and Gloria Male. We wish the students all the best for

Digital Technologies

Digital Technology offers students an introduction to a wide range of computer applications, establishing the foundations for future information technology studies. These include; Adobe creative suite, photo editing software, Scratch coding software and Microsoft Word with a focus on draw tools.

Students will learn the importance of systems analysis and design with flow charting and Algorithm activities. A cross curricula assessment task will provide a strong chance of student engagement with topics of their personal interest from Maths, English, Drama, Science and others.

Digital technologies in years 7 and 8 attempts to access the personal interests of students making it an enjoyable and engaging experience.

STEM – What is the school doing?

STEM refers to science, technology, engineering and mathematics – exciting subjects that offer students the opportunity to investigate real-world issues and challenges that are all around them. An education in STEM subjects, at school and beyond, offers students the opportunity develop knowledge and skills that will prepare them for the future workforce. An understanding of STEM also provides the capacity and confidence to be informed consumers and make decisions on complex issues that face that impact on our lives.

STEM related jobs are some of the fastest growing employment areas in Australia and around the world, with a predicted 75 percent of all future jobs will require STEM literacy and skills. Engaging with STEM opportunities help develop critical thinking, problem solving, analytic capabilities, imagination and curiosity, all identified critical skills in future workplaces. In short, a skilled STEM workforce is central to Australia’s technological growth, economic vitality and innovative developments now and well into the future.

“75 per cent of the fastest growing occupations require STEM skills. Our focus on STEM will help to ensure that every Queensland student can succeed in our changing world.” - Kate Jones MP, Minister for Education

‘STEM is everywhere. Our nourishment, our safety, our homes and neighbours, our relationships with family and friend, our health our jobs, our leisure are all profoundly shaped by technological innovation and the discoveries of science.’ - Professor Ian Chubb, 201

What is Beerwah SHS doing with STEM?

Last term a number of teachers meet to discuss the direction that STEM was heading within the school. Teachers discussed what they were already doing and what resources they were using. The school has recently purchased 10 more LEGO EV3 robots for use throughout the school and also a class set of Edison Robots and Makey Makey. Now that we have these resources it is hoped that they will be used more widely across other faculties so that students have exposure to them. Students in Year 10 will have the option of completing an elective subject in STEM next semester that has a focus on Science and Engineering and problem solving.

OptiMINDS

Our school is entering teams into this year’s OptiMINDS challenge.

The Opti-MINDS Creative Sustainability Challenge is an inclusive team challenge which EMPOWERS participants to THINK, CREATE & COMMUNICATE. Opti-MINDS is a creative problem solving event for teams of participants from Preschool to Adult within 4 divisions.

It is run by Opti-MINDS Incorporated on a non-profit basis.

They are required to solve demanding, open-ended Challenges from one of the following categories:

| Language Literature | Science Engineering | Social Sciences |

The Opti-MINDS Challenge is an opportunity for all those with a passion for learning & problem solving to showcase their skills & talents in an exciting, vibrant & public way.

Opti-MINDS provides for the demand for sophisticated, educational & motivational opportunities. The rapidly increasing & widespread involvement of thousands of participants throughout Queensland & internationally, demonstrates that Opti-MINDS is not only a valuable & worthwhile investment in the education of our citizens, but is also an integral part of our collective future.

The Opti-MINDS process mirrors what successful businesses practise.

THE CHALLENGE…

• Teams are required to work together on a Long Term Challenge for up to six weeks without assistance from anyone outside the team. Participants are encouraged to explore possibilities & experiment with ideas as they endeavour to produce their best possible solution.
• They develop creative & original ways to communicate this solution to others, working within predefined parameters such as limited materials, complex Challenge criteria & the deadlines of The Challenge Day.
• Students present the product of their ideas – their Challenge solution – to a panel of judges & an audience on Challenge Day. They have 10 minutes in which to present & must do so in a 3 x 3 metre (Approx.) performance area.
• The teams must also participate in an unseen Spontaneous Challenge on Opti-MINDS Day. This Challenge requires rapid interchange of ideas, the ability to think effectively, creatively, & well-developed group cooperation skills.
• Judges for both the Long Term & the Spontaneous Challenges are professionals chosen from all areas of education, the arts & industry. They are thoroughly trained to enable them to assess the creative performance & technical aspects of the presentation.

Opti-MINDS OBJECTIVES…

• To foster creative responsiveness – a “CAN DO” culture
• To provide challenge, enrichment & stimulation
• To facilitate the ability to adapt to & harness change to advantage
• To foster flexibility, innovative thinking & functioning
• To promote complex thinking & creative problem solving skills
• To encourage reflective thinking & self-directed learning
• To facilitate empowerment & responsibility
• To promote an understanding & appreciation of self & others
• To develop effective communication & collaborative thinking skills
• To celebrate difference
• To foster cooperation & teamwork
• To promote enterprise & initiative
• To stimulate a spirit of exploration, investigation, experimentation & a love of learning
• To provide a collaborative link between all sectors of education, community & industry
• To promote UNASHAMED EXCELLENCE!®

OUR AIM…

Opti-MINDS’ aim is to enhance the potential of all participants by developing diverse skills, enterprise, time management & the discipline to work collaboratively within a challenging & demanding environment.

We encourage participants to be UNASHAMEDLY EXCELLENT!®

REAL WORLD BENEFITS..

• Opti-MINDS looks beyond conventional achievement & understands that the pursuit of excellence knows no boundaries.
• Opti-MINDS offers participants a total experience, providing challenge & growth through its Long Term & Spontaneous problem solving structure.
• The Challenge process provides a platform for excellence & equips participants with strategies & skills which will support future success.

WHO CAN BE INVOLVED?…

Any students in Year 7,8, 9 or 10 can be involved. See Ms Jordan or Mrs Richter for more details.

Danae Richter
HOD Humanities

Applications for Community Representatives for the 2017 QCS Test

Beerwah State High School is inviting community members to apply for the positions of chief community representative (CCR) and community representative (CR) for the 2017 Queensland Core Skills (QCS) Test. Position information and application forms are available at the Administration Office. The QCS Test will be held on Tuesday 29 August and Wednesday 30 August. Applications close Friday 19 May 2017. Successful applicants will be notified after the closing date.

Where are they now? – Parris Newlove Class of 2012

Former Beerwah State High School Student Parris Newlove has recently graduated from USC with a Bachelor of Nursing and is now working in the cardiac and stroke ward of Caboolture Hospital.

You can read the full story here.