2 Jun 2017

Newsletter Articles

Principal’s Report

First impressions

At parade last week I spoke about “What image are we portraying in the Community?”

I spoke about first impressions and the impact that one individual can have in the eyes of the public. I spoke about behaviours whilst walking downtown, on the train or bus and how these can sometimes not be seen as acceptable. Unfortunately this is a small minority of our students but it can have a lasting impression.

What can also have a lasting impression are the efforts that both students and staff put together some wonderful events and performances. Congratulations to all staff and students who go “Above and Beyond” the norm to showcase the wonderful talents of our students, whether that is on stage, on the oval, the kitchen or the classroom. These are the images that need to be the impressions that the community takes away.

Please talk with your child as to what impression are they making and how is this helping build them as an individual who can contribute to their community in a valuable way.

Senior Assessment

As you would be aware, there are significant changes ahead for the senior curriculum in all secondary schools in Queensland. As such it is an ideal opportunity for Beerwah SHS to look at the structures that we have in place and see if they are suitable for the future. We will be seeking feedback from all stakeholders. The first area that we are seeking feedback on is “Do we continue with a maximum of 5 senior subjects and flex day students in years 11 and 12?”

Please take the opportunity to complete the survey below.

Uniform

As I mentioned above, first impressions are important and usually the first things that people notice about a school is the uniform the students are wearing. With some cooler weather already approaching we have had to remind students that the following are not part of the schools agreed Dress Code- jeans, leggings, long sleeved shirts under school shirts, non – school jumpers ( eg club football) and black socks. A reminder that last year, we allowed navy blue track suit pants as part of the winter uniform.

We are asking all parents to work with the school in ensuring that the first visual impression that people have about Beerwah SHS is a positive one where parents, students and the school have high standards.

Glen Robinson
Principal

BSM Update

Beerwah State High School will soon be providing our parent community with the opportunity to register for QParents. The QParents web and mobile application provides a more convenient, easier way for parents and legal guardians of Queensland State School students to interact with their child’s school. Parents will have a secure, online access to their child’s student information, anytime, anywhere, through a smartphone, tablet or computer.

QParents allows parents to connect instantly with their child’s school to access and manage their child’s student information including:

• Attendance and absence details, as well as the ability to notify the school of an absence
• Behaviour information
• Academic report cards
• Class timetables
• Downloading exam timetables and assessment planners
• Viewing unpaid invoice details, payment history, and making payments online
• Viewing and updating personal student details, including medical conditions and address
• Upcoming events list showing school events, exam and assessment dates, and excursions

To ensure QParents invitations are received by parents it is important to ensure you have provided an up to date email address to the school. Financial statements have recently been emailed to families, if you have not received this financial statement it may be because you don’t have an email address registered or the email address provided may not be current. Please remember to update your email address with the school, either via the Change of Details Form found in this newsletter, in person at the school front office or email the school at admin@beerwahshs.eq.edu.au.

Thank you
Angela Croft
Business Service Manager

Getting Your Techno Power Back!

I’m just going to say it.

It is irresponsible for you to give your child unsupervised access to a device that allows them free and open access to the world and all of its dark and uninhibited places, without appropriate levels of protective supervision.

All too often, I am having conversations with parents who feel as though they have ‘lost control’ over their children’s level of engagement with technology. This is a concern, because losing control means that you are giving away a level of protection. Nationally, our teens spend 33 hours per week (outside of school) connected. That’s almost a full-time job.

Your kids do not need a 30 or 40-something year old friend. It is much harder for you to set protective boundaries if you have a friendship with them. In your home, you are the boss. Your job is to love, nurture, provide, teach values and protect. It does not matter if your child pays for the ‘phones or the internet access. Your home, your rules. You are the experienced grown up charged with providing a safe environment.

80% of what most Australian children do online is hidden from their parents and carers. 80%!!

We have been persuaded into thinking that our kids are entitled to more privacy than we would often allow our - grown up - partners. I have experienced first-hand how this unsupervised access is disaffecting their peer relationships, their self-esteem and their learning. 25% of young Australians are unhappy with their lives and our youth suicide rates are the highest they have been in 10 years.

Unless you know the how to use their devices, where they go on them and who they invite into your house with them, you have no control over who they are spending (significant amounts) time with. This means that you also don’t know who is having an effect on their feelings, values and attitudes. You also won’t know if your child is not treating others with respect.

Through experience, I have found a couple of ways, which may help you, regain some footing in actively supervising your child’s use of technology. They are all very simple and they work. And, please note my use of the words ‘actively supervise’! Passive supervision doesn’t solve anything! There is no point in reducing their connection time from 33 hours per week to 10 hours per week if you’re still not checking what they are doing.

Know which sites your child holds membership to and have the passwords I suggest that if they are a member of ask.fm or use kik, that they need to be taken off it. Your kids do not need to be using anonymous forms of communication. It provides a platform for them to be untruthful and to watch stuff that they need not be watching. Allowing this, takes away their responsibility for anything they may say to others or others may say to them. A lack of consequence for things kids are saying to each other is having disastrous effects on their emotional intelligence.

Know how to change the Wi-Fi password Only let your kids have access to the password when they’ve done their jobs their homework, or fulfilled whichever responsibilities you need them to. This is the now-day equivalent of my Mum not letting me ride my BMX until I did my jobs! You can Google how to do it, it is very simple. Many, many kids, set alarms and wake up when the grown ups are asleep to access the internet.

Find out what “flavour” your modem is (Belkin or Netgear for example) and search “How to change Belkin modem password.” You can change the password every day if needs be. Xbox and PlayStation time is limited by this too.

Know their social networking friends Our children hang out in ‘virtual villages’. There are many of them speaking with each other about everything, for hours on end. You need to know who else is having an input into how your child thinks and the concepts they are exposed to. Kids share all kinds of porn, images and messages that we would not approve of. I’m not joking.

These are some of the apps we know are creating trouble in the lives of Australian kids. Google them, read up on them and decide if you think they are safe. The reason they are listed here is because they are problematic. Also look up ‘chatroulette’.

Have a central location for computers This is all about active supervision. The dining room table, the breakfast bar, the lounge room; make sure you can see what they are accessing.

Take their ‘phones at bedtime Set an alarm on your own ‘phone to remind you. If your child makes a fuss about this, you’ve just answered whether or not they’ve already been tempted to do the wrong thing. I literally have kids fall asleep in class because they are not getting enough sleep (I don’t think it is my teaching!). Kids do not need to be texting or networking with their friends or playing games right up until the second they fall asleep. Their brains need a chance to refresh, which means they need quiet time.

I’m not saying it is easy and I do know how hard it can be. You have to be consistent and strong. Speaking with other parents will also help.

With kindest regards and lots of luck!

Rachel Downie
Director
www.stymie.com.au

Caution — Netflix TV series 13 Reasons Why

Headspace School Support is urging school communities and parents to be aware of the risks associated with children and young people watching the newly aired Netflix TV series, 13 Reasons Why.

Due to the sensitive nature of the show’s content and its focus on suicide, there are concerns that the show may trigger high levels of distress including suicidal thoughts or feelings amongst its viewers, particularly children and young people. Parents are encouraged to be aware of the risks associated with their child viewing the series.

For information about ways to support your child should they express concerns around their own mental health, refer to the following:

• eheadspace
• Kids Helpline
• How to talk to young people about suicide
• Grief: how young people may respond to suicide

Reboot

The core business of schools is providing opportunities for all students to learn and be the best they can be. In light of this staff at Beerwah SHS are undertaking training in the REBOOT program to ensure that classroom environments are safe and supportive and that students have the opportunity to identify/acknowledge any concerns that may hinder their progress so that we can all get on with our core business of learning.

Reboot is a whole-of-school program that provides staff and students with a common set of expectations and proven tools to ensure a calm, happy and productive school. Using Whole Brain Teaching and Learning, the program strives to proactively and strategically create cultural and behavioural change in response to challenging behaviours and students’ disengagement from learning. Neuro-science based training, curriculum and strategies integrate social and emotional wellness into the fabric of daily school life to engage the most challenging students, and build life skills for all students to thrive. With Reboot insight and strategies, we aim to improve students’ willingness and capacity to engage and learn.

Reboot is both research-informed and PRACTICAL. The Reboot 3-level approach provides tools to support positive change at individual, class and whole-of-school levels. The program incorporates best-practice findings from a range of disciplines: developmental and social psychology, trauma research, neuro-science, positive psychology, educational and social change theory, contemplative science, yoga and mindfulness. The Reboot 7-Step Framework successfully addresses the barriers to school success and this approach improves engagement and wellbeing for all students as well as staff.

Reboot Outcomes

Participating schools have experienced the following short-term benefits from Rebooting with us:

• Shared language, understanding and expectations among staff and students
• Improved student understanding and capacity to self-regulate (emotions and behaviour)
• Improved sense of belonging and safety at school
• Improved student-staff relationships
• Reduction in student escalation, violence and defiance
• Improved academic engagement
• Increased ability to maintain durable relationships
• Increased staff knowledge and capacity to work with disengaged/defiant or struggling students
• Increased school attendance
• Decreased incident reports and suspensions

The following long-term outcomes have been reported in participating schools:

• Improved student esteem, life skills and capacity for healthy relating
• Enhanced school culture: pride, sense of belonging and positive engagement in learning
• Improved problem solving skills and questioning skills in students
• Increased staff clarity and compassion satisfaction (workplace satisfaction)
• Improved school work completion and enjoyment in school
• Enhanced student skills to support post-school training, education and employment
• Improved staff collegiality and peer support

How can you as parents/caregivers help your child to focus on learning????

Many students do not believe that they can learn and for some the fear of failure far outweighs the motivation to try. One of the things that you can do is to encourage a GROWTH Mindset in your child.

We all at times feels that we are not good at something but the most important aspect of learning is that we try. If we have a FIXED mindset we constantly believe we cannot succeed no matter how hard we try. Those who have a GROWTH mindset believe in the power of YET … that is if I cannot do it now I will be able to do it later if I just keep on working at it. They have resilience and they do not give up. This is the most powerful mindset and learning habit that you can encourage in your child.

Students who have a GROWTH Mindset face challenges head on, see this as an opportunity to investigate and explore new and better ways of doing things in order to successfully reach their goal and constantly see feedback on how they can improve. In short they have persistence and an attitude that if I can’t get it YET I will keep trying so that I will eventually get it later on. The key words are keep on trying. This ability to keep going is what makes them better learners and sets them up for success in both school and later life.

Tanya Hayden
Deputy Principal

Year 11 Leadership Incursion

On Monday, May 3 2017, Character Builders led the Year 11 cohort through a day of activities.

The morning sessions saw the students divided into small groups to participate in the Amazing Race. The Amazing Race consisted of 7 small activities that each group had to complete in 45 minutes. These activities included, Bucket Head, Sling Shot, Carrots & Peas, Blind Pyramid Building, Wickets and Keep It Up. It was great to see the groups work together and encourage each other to complete their tasks.

In the middle session, the small groups were brought together into two larger groups. This time the activities where a balloon tower build and a domino activity. The students were challenged to set up 2500 dominoes and set them off. If they managed this a pizza party for the group would be the prize. Unfortunately neither group was able to successfully complete this task. It must be said however that they did try. The balloon towers were built and prizes given to the groups with the highest tower. It all came to a very noisy end when the balloons were burst to pack up.

The last session of the day included a version of speed dating where students were asked to stand face to face and talk to someone they may have not met before. After a shaky start the Student Centre was a buzz with conversations. In the final activity students were shown how to deliver a “Big Up” – how to praise someone – how to acknowledge someone for a job well done. The activity took some time for the students to warm too but once they got the idea – the positives began to flow.

The majority of students enjoyed the day with a few suggesting that there should be more of them.

Leanne Young
HOD senior secondary

BYOD

Thank you very much to the students and parents who have joined our BYOD Program.

If you have paid and your student is not yet joined to the network please ensure they take the completed paperwork to the Resource Centre to make a booking to complete the joining process.

Please visit our school website to view the minimum specifications of devices, forms to join the program and the instructions access the free download of MS Office.

We also have some links to some supplier portals for you to view. They have released some new devices and pricing.

The school filtering applications will not be applied to the student’s device when they are at home. Some students are concerned that their device will be blocked from certain programs or websites at home however the filtering system only applies on the school network, for the student’s safety.

Some computer rooms will be closing down throughout this year to decrease our aging laptop fleet as the National Secondary Schools Computer Fund has ceased. Please continue to look at options for your student to access a personalised device to complete their studies.

Get connected today!

Congratulations Stand Alone

Congratulations to BSHS Students Kody Thomas-Roby, Connor Flanagan and Mitchel Markham on releasing their first EP 'Catering to Madmen' from their band Stand Alone.

Sports News

Triathlon

Our annual Triathlon is a unique event that provides our students with a challenging opportunity to test their physical limits. Former Beerwah High students have gone on to compete professionally in Triathlon and we are pleased to be able to offer our students an introduction to this rewarding sport. In term 1, over 130 students from Beerwah High competed either as individuals or in teams to complete the school Triathlon. All students should feel proud of their efforts to finish such a challenging event. Thank you to Woolworths at Beerwah for supplying all of the fruit for our recovery tent. It was greatly appreciated by our students.

Congratulations to our 2017 Triathlon champions.

Cross Country

Rain and wind made conditions harsh for the 2017 Cross Country, held earlier in Term 2. Despite the weather, students put in their best efforts and there were many great performances. The top three houses finished within 20 points of one another, but it was Tunbubudla who won the Cross Country Championship Trophy for 2017. Thank you to all students who represented Beerwah High and competed in the District Cross Country and best of luck to Emily Roach and Dylan Mountain who have qualified to compete at the Regional Cross Country Trials.

Congratulations to our 2017 Cross Country Champions.

Athletics and Colour Run

In the final week of term 2, on Thursday the 22nd of June and Friday the 23rd of June Beerwah High will host our Athletics Carnival. Students are encouraged to dress in house colours and compete in as many events as they can. Previous data shows that the winning house always has the greatest percentage of students participating. The final event of the Athletics carnival will be the Colour Run, to be held on Friday the 23rd of June. Thanks to the rain at Cross Country, we had to postpone this exciting new event. This gives students another chance to get involved and create another fun and unique tradition at Beerwah High. Download the permission form from our school website and go to the link below to register and start collecting online donations. Students should listen to student notices for times and locations for pre-events (including 800m and 1500m).

Run the Corridors

Many educational institutions, including The University of Queensland, host races reflective of the Great Court Run held at Trinity College at Cambridge University. At Beerwah State High School, our annual Run the Corridors event replicates these great races. Representatives from each house battle it out over a long sprint distance, cheered on by fellow students and staff. Our goal is not only to provide an opportunity to showcase our talented athletes, but to develop a sense of pride and spirit within our houses and our school. Students should see Mrs Kerr or Mr Jeffrey if they wish to nominate for Run the Corridors.

Netball News

MONDAY NIGHT NETBALL

It has been a very busy year with Netball and the 2017 season finished a few weeks ago with all three teams achieving credible positions. The senior team finished with a great result in 6th place. Sadly we now have to fondly farewell our Year 12 players, Nikita Temomo-Kreet, Julia Brooks, Sarah Lillecrapp, Lily Standring and Rani Davis. These girls have been Monday night regulars for the past three years and hopefully will continue to play netball beyond school. A big thanks goes to the parents of these girls who have helped with scoring, encouragement and ensuring the girls have been able to get to Maroochydore over the years. You will all be missed.

Our Year 8 team finished in 8th place due to a bumpy start finding the right players and combinations. However, the Year 8s pulled together to win the final three games of the competition. This was an awesome team, never lacking in enthusiasm or energy.

Justin Bieber and his untimely Monday night concert will never be forgiven; this being the reason why the Year 7 team missed a place in the top four by one point. These talented bunches of girls were co-operative and loudly supportive of each other and truly the only team in this division who could give the first place team of Cally High giants a run for their money.

2017 was also the first year that Beerwah has supplied student umpires for Monday Night. Deneille Stuparich and Nikita Temomo-Kreet were impressive representatives of our school, both being highly skilled umpires. The both played and umpired a number of games each week.

Finally a huge thank you to those parents, who car-pooled to and from Maroochydore, organised pick ups, cheered and encouraged, helped with scoring and just generally made the season possible. I am hoping you will all be there again next year.

SUPER 7s TERM 2

Pine Rivers was the scene for a whole day of Junior Netball. Five teams competed with one of the Year 7 and our Year 9 team placing in the top four teams. The girls competed in extremely hot conditions with a lot of enthusiasm. A big thank you to our older girls, Abi Gray, Rebecca Sampey and Phoebe Sommerfeld for each managing and often umpiring a their own teams, and an even bigger thank you to Ms Fraser and Ms Sharpe for all their help on the day.

Sharlene Ballard
Head of Year 12

The Arts

Congratulations Keely

One of Beerwah State High School’s Dance Captains, Keely Lister, performed with the Queensland Contemporary Youth Ballet on Friday 12th May in their production of Swan Lake at Schonelle Theatre, University of Queensland, St Lucia.

Keely has been a part of this company for the past two years and was given the honour this year of performing the role of the Black Swan. She has spent her weekends rehearsing for this production on top of her school studies and before and after school rehearsals with the school and her studio. Keely has a strong passion for Dance and we couldn’t be prouder of all her achievements. We wish her all the best for her future endeavours.

Jess Rossberg
Dance Teacher

Beerwah Dance Company

Sunshine Coast Eisteddfods

Big congratulations to Beerwah Dance Company, who recently had a very successful day at the Sunshine Coast Dance Eisteddfods on May 5th. It was a long and exhausting day for the dancers day; however, they all showed commitment, enthusiasm and teamwork. The fantastic work of the Junior Company received a 2nd and 4th place for their routines, alongside the Senior Company receiving an outstanding 1st, 3rd and 3 highly commanded. Miss Rossberg and Miss Griffiths are exceptionally proud of all the students and would like to thank all the students, parents and staff who consistently show support of BDC throughout the Eisteddfod season.

Jenna Griffiths
Dance Teacher

Australian Indigenous Mentoring Experience

This term students attended AIME (Australian Indigenous Mentoring Experience) at the Sunny Coast Uni. Much fun was had by all when we joined with other schools and learnt a Traditional serpent dance.

Sorry Day

Beerwah State High School had the privilege of hosting its annual Sorry Day Celebrations on Friday 26th May. Surrounding primary schools were invited to attend a cultural experience day and much fun was had by all. Traditional custodians welcomed us and our Year 7-9 students learnt traditional dances that they performed at the closing ceremony in the Yarning Circle. This was a very special performance and was thoroughly enjoyed by all. Parents, staff and students who have attended in past years are saying that 'it was the best Sorry Day that they had been to at our school!!

Aleccia Franks-Smith
Indigenous Community Advisor
Glass House Coalition

Solving – a big idea in maths

Earlier in the year 7 students reviewed their knowledge of basic facts in maths. Basic mathematical facts play a key role in operating successfully in every area of mathematics. They are an essential skill to being a numerate adult.

Fluency in basic facts involves an ability to not only automatically recall a fact but also to use that fact flexibly, in a variety of representations and contexts. Someone that was fluent with the basic fact of 3 x 9 = 27 would, for example, be proficient in answering any of these forms of that fact:

Additionally they would be comfortable with the same fact in division form:

Multiplication and division are connected. Every multiplication fact is also two division facts. This collection of forms of this fact is collectively a fact family.

Consider the operation below. A solving process is needed to find the answer. You cannot plug this operation, in this form, into your calculator (doh!). You need to rearrange the equation to make the unknown the subject of the equation. This example is simple:

More complicated situations of solving calls for an understanding that equations are in balance and they can be manipulated if kept in balance.

Manipulating a multi-operator equation requires a knowledge of the order of operations (ask your child what BOMDAS means) and how to reverse that order (SADMOB!) in order to solve for a pronumeral.

For example, a year 9 to 11 student might be required to solve to find the rate in a simple interest problem whereas a year 12 student might need to rearrange the compound interest formula in order to make the rate of interest (i) the subject of the equation (see below right).

The ability to rearrange an equation in order to solve for an unknown value is critical to success at all levels of maths and is a big idea in mathematics.

I’ll leave you with something to solve. Can you solve for the value of x in the equation below? It’s a fairly tough one if you don’t have good knowledge of your square facts!

Daniel Leftwich
Numeracy coach

Physics Excursion: Large Hadron Collider exhibit

Earlier this term the senior Physics classes attended an excursion at Queensland Museum. First up, students visited the Science Centre. They were entertained with a demonstration of the nature of light. They then strolled through the interactive maths and science displays and activities. Students had a lot of fun in the Science Centre; it was difficult to encourage some of them to leave at the end of our allocated session.

Students then moved to the Large Hadron Collider (LHC) exhibit, which was on a world tour. The LHC is a particle accelerator which is located across the France-Switzerland border and has a circumference of 27 km. It accelerates bundles of photons to virtually the speed of light using huge amounts of energy to produce exceptionally precise collisions. The LHC detected the final missing part of the standard model of particle physics, the Higgs boson. This particle was theorised to exist over 50 years ago but had been impossible to detect until the LHC did so in 2012. It took amazing feats of science and engineering to build the LHC; the exhibit explored both and human and the technical aspects of LHC and its research.

All students attending were exceptionally well- behaved and thoroughly enjoyed the excursion.

Daniel Leftwich and Mark Bateman
Physics teachers

Note from Chappy

Hi mums, dads and guardians,

Here is a great parenting tip from parenting expert MICHAEL GROSE who has a website (see the link below)

I hope you find it helpful & amusing.

Cheers,

Mike Turner
CHAPLAIN

Do you struggle with being a firm parent?

By Michael Grose

Many parents feel uncomfortable with the firmer side of parenting. Invariably they use management techniques that increase their children’s dependence on them, including:

• Doing deals with kids - “Jai, if you eat all your dinner, I’ll let you use my iPad for minutes.” If this is you, then you’ll need deep pockets, as kids will keep upping the ante all the time.
• Repeating yourself and raising the volume - Kids are parent deaf by choice and habit. Going over the same old, same old and getting mad just reinforces their parent deafness.
• Using coercion - The use of controlling language –“Do this now!” – doesn’t work with kids who like to be in control. They’ll fight you rather then cooperate.

If you struggle to get your kids to do as you say, it’s probably your non-verbals giving you away. That is, it’s less about what you say, but more about how you say it that makes a big difference. If you’re not getting cooperation you’re probably managing like a dog, when you should be managing like a cat.

Manage like a cat

Here are six ways to manage like a cat that will get you more cooperation, but importantly make your kids less dependent on you

1. Manage yourself first

Cats are self-contained and very controlled. So, when you bring some cat into your parenting the first thing you need to do is to learn to manage your own reactions rather than over-react, repeat yourself and just plain yell. Start by stepping away from the stressful situation and taking some deep breaths to change your emotional state.

2. Go low

Rather than raise your voice to be heard, lower your voice. Raising our voice has the effect of making kids ignore us or argue with us. Kids will hear our vehemence but not the detail of our words. By lowering your voice children are more likely to hear you and take notice.

3. Go near

Recently I saw a father shout out for some help but his two kids ignored his requests as they were watching TV. Rather than shout out his instructions again, he went into the TV room and quietly asks his kids for help. This time he makes a connection and they are far more receptive. Why was he successful? He moved into their proximal space (about an arm’s length away) and using a lower voice he got their cooperation.

4. Look away

Most people have been trained to make eye contact when they speak. My mother’s advice – “Look at people when you speak to them” – is still rattling around inside my brain. Non-verbal communications guru, Michael Grinder, advises parents and teachers to do the opposite; that is, look away from a child when they issue a command rather than look them in the eye. He argues that eye contact at the point of giving an instruction or laying out your expectation is an invitation to an argument. I agree. And it’s most valid when communicating with teenagers, who, due to the fact that their brain is being completely rewired, are likely to retreat to their reptilian brain when they feel under threat.

5. Let checklists, charts and rosters do the managing

Parents who develop independence in their kids manage predominantly in a visual way rather than rely on their language skills to influence, manage, cajole and persuade their children to behave better and be more responsible at home. In particular, most boys and all kids on the autism spectrum like the constancy and consistency when visual messages and reminders support and reinforce verbal communication. The use of checklists, charts and rosters are examples of managing visually.

6. Use consequences to teach responsibility

Those self-contained cats don’t spend a great deal of time talking to get their point across. Instead they use a consequence, which by definition is a reasonable, respectful and related (e.g. remove the meal when kids continually fight at the meal table) to reinforce their point and promote cooperative, responsible behaviour – which is necessary for independence.

Every family needs a cat because they provide safety; which is essential for children’s healthy development. Yet many parents feel uncomfortable with the firmer side of parenting. Cats make sure the family functions well and stays on track. So, if firmness is a challenge, I urge you to find your inner cat and put it to work at least some of the time. My guess is, your children will appreciate it.

School based traineeships/apprenticeships (SATs)

Career Pathways & Subject Information event
Wednesday 7th June 2017

Our 2017 Career Pathways and subject information event is quickly approaching. This year the afternoon will start with presentations to Year 10 and 11 Life Skills classes. This will include talks from University of Sunshine Coast, TAFE Qld, Sunshine Coast Technical Trade Training Centre, Woolworths, Sunshine Coast University Hospital and East Coast Apprentices.

From 3:30pm the expo will be open to senior students and families. This will be a great opportunity to speak face to face with Heads of Department and subject teachers regarding subject selection. Faculties will have displays which will include work samples, resources and equipment used in subject areas and classes. Students will be able to access information relating to study and careers for post school. Also attending the expo will be major universities, TAFE Qld, external training organisations, Defence, Police, apprenticeship network providers and organisations such as Sunshine Coast Council and Australia Zoo. Scheduled from 3:45pm there will be presentations from the Sunshine Coast Technical Trade Training Centre and East Coast Apprenticeships as well as talks on SAT and QCE pathways. Interested students and families are invited to attend.

We encourage all senior students to take the opportunity to attend the event, gather information and talk to teachers, external providers and industry about all the possible options and pathways available.

SATs

Year 11 student Finty McCullough has progressed through the application, interview and work trial process to successfully secure a school based traineeship in tourism with Landsborough Pines Caravan Park. This is a great opportunity for Finty who will be continuing with her school subjects and working towards gaining a QCE while completing a Certificate III in Tourism and participating in paid work. Congratulations Finty.

Jordan Schultz has also recently secured a school based traineeship through Community Solutions. Jordan will be working at Beerwah Cycles completing a Certificate II in Retail. This is a great opportunity and Jordan is excited to be starting on this pathway. Congratulations and best wishes Jordan.

In recent weeks we have gone through an application process for a new IT trainee with four students progressing through the application, work trial day and interview process. Though not successful in securing the traineeship, congratulations go to Aidan Goldsborough, Aaron Ferguson and Mitchell Trimmer-Rowan who conducted themselves to a high standard during the work trials and interviews. Year 11 student Jasper Nash has been selected as our new trainee – congratulations Jasper and we look forward to working with you and supporting you through your traineeship.

Traineeships allow students to gain valuable skills and experience and set them on a pathway that may continue post school. Vacancies are advertised on the ILC noticeboard, on student notices and on our school’s Facebook page. Some employers and network providers prefer students to apply on line, uploading resumes for perusal and shortlisting. Several students have completed this process in recent weeks and have progressed to the next stage of the application process. Well done students. Year 10 and 11 students are also welcome to complete an SAT expression of interest form which will be held on file and used to match students with future vacancies.

Community Support

Beerwah High is extremely fortunate to have a supportive business community which continues to offer our students amazing opportunities to gain valuable work skills and industry training; provide employment as trainees and apprentices and provide work experience and structured workplace learning programs. Landsborough Pines Caravan Park and Beerwah Cycle have just taken on trainees while local mechanics are providing structured workplace learning for students attending the Sunshine Coast Technical Trade Training Centre.

Recently we received excellent feedback on student performance in SWL programs: Jacob Holland’s employer continues to be impressed with Jacob’s hard work in contributing to the work team every week.

“Jacob arrives on time for our long work hours, retains the information he is given during the day and is proving to be interested in finding the perfect career path for himself”.

Tyrone Jeffock’s employer is also very impressed by Tyrone and his ability to learn and pick things up so quickly.

“Tyrone catches on to things much better than apprentices we have had”.

Beerwah High is very proud of the achievements of all students as they continue to develop their skills and knowledge and act as great role models and representatives of our school.

Certificate Courses

Students participating in Certificate II Health Support Services completed their studies on 18th May 2017. Students appreciated the opportunity to speak face to face with Liz Ossemer from Glasshouse Views Aged Care facility and locals Kevin Harris and Kerrie McCann who attended on the day to speak about their experiences in the health sector. It was a great to ask questions, hear firsthand how rewarding it is to work in the sector and to gain some understanding of a health pathway. Beerwah High thanks Liz, Kerrie and Kevin for giving up their time and supporting our efforts in offering alternative pathways for students. Our external RTO, Axiom College will be present at the Career pathways and subject information expo on 7th June. This is a great chance to find out more about the course and how to start on a career in the health sector.

Congratulations to the following students on completion of their Certificate II Health Support Services qualifications:

Courtney Damrow
Tori Dempsey
Lily Elwin
Ruth Finneran
Jorja Fullick
Telia Grant
Kirby Hume
Tayla Lacey
Lauren Smith
Deneille Stuparich
Taylah Temple
Charlotte Walsh

Students participating in the Dual Cert II Salon Assistant & Cert II Retail Cosmetics are into the fifth week of study. Theory competencies have included contribute to health and safety of self and others and organise personal work requirements. Everyone has thoroughly enjoyed the practical sessions including activities on manicures, eyelash tinting and waxing. As an ‘adult learning environment’ these students are required to display maturity and respect during these sessions and enjoy learning new skills.

Sunshine Coast Private Hospital experience

A reminder that the Sunshine Coast Private Hospital experience is a program offering 60 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.

Helen Skerman
Industry Liaison Officer
Beerwah State High School