3 May 2024

From the Principal's Desk

Dear Students, Parents, and Guardians,

I hope this newsletter finds you all in good spirits as we are here at Atherton SHS, we have had a tremendous start to Term 2. It is with great pleasure that I extend a warm welcome back to each and every member of our school community.

Outstanding achievement results

First and foremost, I want to take a moment to celebrate the outstanding academic achievements of many of our students. We are thrilled to announce that many of our students have achieved outstanding academic results for Term 1, demonstrating their dedication, perseverance, and commitment to excellence. To celebrate these remarkable achievements, we hosted a Celebration Morning Tea in their honour.

This Celebration Morning Tea provided an opportunity for us to come together as a community and applaud the hard work and achievements of our high-achieving students. It was a chance for them to relax, enjoy some delicious treats, and bask in the recognition of their exceptional efforts.  Congratulations to all students who were acknowledged at this wonderful event.

Let's all continue to strive for greatness as we progress through the semester.  At the end of this semester, I will honour our students who achieve outstanding results for effort and behaviour, as I believe it is crucial to acknowledge the many dedicated and hard-working students who always try their very best.

Anzac Day

I want to express my heartfelt gratitude to all those who participated in our ANZAC Day celebrations. It was a poignant and meaningful tribute to honour the bravery and sacrifice of our servicemen and women. Through various activities and commemorations, we came together as a community to reflect on the values of courage, mateship, and sacrifice. Students, your participation and respect for this important day are a testament to the strength of our school community and a strong display of your outstanding character. I would like to thank each and every one of our students who participated so respectfully in our school service, your conduct was impeccable.  Thank you also to our amazing cadets, music students, senior leaders and staff who contributed to what was one of the best Anzac services I have ever been privileged to be a part of.

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Pulse survey feedback

Thank you so much to the many parents who provided feedback through our recent pulse survey.  Your valued feedback gives us crucial information as to how you think we are going on our improvement journey.  Please see below for a summary of the results, please note the baseline data (SOS 2022) is from the School Opinion survey data taken prior to us beginning our significant improvement journey in 2023. The pulse percentage listed is from the Term 1, 2024 pulse survey and the % change shows the change in comparison to our baseline data. Please see student survey results as well, this student voice is also invaluable in our analysis of what is working well and where we need to focus further energy to ensure continual improvement.

As we dive into Term 2, let's approach each day with enthusiasm and determination. Let's embrace new challenges with open minds and unwavering perseverance. Together, we will continue to create a supportive and nurturing environment where every student can thrive academically, socially, and emotionally.

I encourage parents and guardians to continue your active involvement in your child's education. Your support and encouragement are invaluable as we work together to empower our students to reach their full potential.

Thank you for your continued support and dedication to our school. I look forward to all that we will accomplish together in the weeks and months ahead.

Warm regards,

Leanne Knight-Smith

Principal

From the Deputy's Desk-Middle Schooling

Welcome to Term 2 everyone. Another busy time in the middle schooling space.

Year 10 students are focussed on their career and pathway planning. This planning and information will culminate in a Careers Showcase in Week 9 of this term and will be followed up early next term with subject selections for Year 11. Lots of information to be delivered to students and parents in the lead up to these selections so please keep an eye out for school communications around events.

Year 9 students are learning about the work of volunteering with each care class or teams of care classes working together to plan an event or activity in which they demonstrate what they have learnt. Cannot wait to see some of the amazing ideas they have become realities.

This week students are focused on reflecting and resetting in regard to learning. It is a great opportunity for them to sit with you and talk about what their goals are for celebrating or making change in regards to their learning to date. After receiving their mid semester results our year 9 and 10 students now have the opportunity to improve before the end of semester reports are out. Parent teacher interviews were held this week. If you were unable to make it but still wish to speak with the teacher please make contact via email to them.

The number of students bringing their laptop to school has increased this term and is certainly helping to engage students in their learning. One of the most important things at school and at home is to set boundaries in the expectations around the amount of time and purpose of use of the laptop device. The school addresses our expectations in a number of ways

1. Set clear boundaries and expectations: In everyday classes, teachers communicate their behavioural expectations to students when using the laptops for learning activities. They also are explicit in the intention of the use of the laptop during lessons. The focus of the use of technology is to highlight the laptop as a work resource rather than an entertainment
2. Targeted delivery of information: We deliver to students, information in a variety of ways, from a variety of presenters, in our Wellbeing and Values programs regarding appropriate use of technology, cyber safety, and other relevant topics to protect themselves in the cyber realm. We teach about the use of technology as a tool for work readiness in 21^St Century Skills lessons.

A couple of suggestions for parents who are looking to address expectations at home could consider

1. Set Clear Boundaries and Expectations: Establish clear guidelines and rules around technology use, including screen time limits, appropriate content, and designated device-free times or areas in the home.
2. Encourage Open Communication: Foster an open and ongoing dialogue with your children about their technology use. Encourage them to share their experiences, concerns, and questions about technology, and provide guidance and support when needed. Additionally, educate them about online safety, privacy, and digital citizenship to help them navigate the online world responsibly.

Looking forward to a successful term of learning with the year 9 and 10 students.

Mrs Ann Grimshaw

From the Deputy's Desk-Junior Schooling

Attendance at School Matters – Making the most of your Schooling experience

Atherton State High School is committed to providing safe and supportive learning environments for all students to address their educational needs. Research shows that regular attendance is integral to successful academic, employment and social outcomes. It is important that students, staff and parents/carers have a shared understanding of the importance of regular student attendance.

Has your student ever felt lost in class after missing a day? They’re not alone! Being in school every day is crucial for success. Here's why hitting those attendance marks is a win-win:

1. Catch the Knowledge Wave: Think of each day as a new chapter. Missing a chapter means missing key information. Regular attendance ensures you're in the loop, catching important explanations, discussions, and those "aha!" moments that happen in class.
2. Stay on Top of Your Game: Teachers often build on previous lessons. Skipping a day creates gaps in your understanding, making it harder to grasp new concepts. Being present allows you to ask questions in real-time, clarify doubts, and stay ahead of the curve.
3. Master the Skills for Life: School isn't just about textbooks. It's about developing important skills like time management, communication, and teamwork. Regular attendance allows you to participate in group projects, practice presentations, and build relationships with classmates – all essential tools for future success.
4. Make the Most of Your Resources: Teachers are there to guide you! Missing class means missing out on their valuable insights and support. Being present allows you to ask questions directly, get personalised help, and take advantage of lunch times for extra clarification.
5. Feel the School Spirit! School is more than just academics. It's about being part of a community. Regular attendance allows you to participate in class discussions, build friendships, and connect with teachers. It's about feeling the energy and excitement of being present in the learning environment.

Remember:

• Talk to your teachers or Student Support Staff if you're facing any challenges that make attending school difficult. Together, we can find solutions.
• Make school a priority! Set realistic goals, plan ahead, and get a good night's sleep for a productive school day.

Being there matters! So, let's make consistent attendance a habit for a successful high school journey!

Head of Department - Junior Secondary

We are excited to share with you some insights into our Junior Wellbeing and Values (WAV) Program's recent focus across Year 7, 8 and 9. Each program has been designed to build our students skills, knowledge and confidence in target areas.

Education Perfect- Decoding Mental Health

Mental health is a critical aspect of well-being, especially during adolescence when young minds are developing and facing various challenges. The Education Perfect resource- ‘Decoding Mental Health’ has been introduced with the aim of providing our students with comprehensive knowledge and understanding of mental health issues. Here's a brief overview of what our students have been learning:

1. Breaking Stigmas- One of the primary objectives of the program is to break down the stigmas surrounding mental health. Students learn about the common misconceptions and stereotypes associated with mental illness, promoting empathy and understanding towards those who may be struggling.
2. Recognizing Signs and Symptoms- Understanding mental health starts with recognizing its signs and symptoms. Through Education Perfect Decoding, our students have been educated about the various manifestations of mental health disorders, empowering them to identify when they or someone they know may need help.
3. Coping Strategies-Coping with mental health challenges is an essential skill that everyone should possess. The program equips students with a toolbox of coping strategies, including mindfulness exercises, stress management techniques, and the importance of seeking support from trusted individuals.
4. Building Resilience- Resilience is key to navigating life's ups and downs. Through interactive lessons and activities, students learn how to develop resilience, bounce back from setbacks, and cultivate a positive mindset even in the face of adversity.
5. Promoting Help-Seeking Behaviours- Perhaps most importantly, the program encourages help-seeking behaviour. Students are taught that it's okay to ask for help when needed and are provided with information about the various support services available to them both within the school and in the wider community.

Rock and Water

The Rock and Water program is a comprehensive approach to teaching social skills, self-awareness, and self-regulation. It combines elements of martial arts, yoga, and mindfulness practices to help students develop confidence, resilience, and respectful relationships.

Key objectives-

• Enhance Self-awareness and self-confidence
• Develop communication and conflict resolution skills
• Foster empathy and respect for others
• Improve emotional regulation and stress management techniques

Activities-

Throughout the program, students will participate in a series of engaging activities and workshops, including:

• Rock exercises- Physical activities focusing on strength, stability, and assertiveness
• Water exercises- Mindfulness and relaxation techniques emphasizing flexibility, adaptability, and empathy
• Group discussions and reflections- opportunities for students to share their experiences, insights, and challenges in a supportive environment

Respectful Relationships Education (RRE)

The RESPECT program under the Department of Education typically refers to initiatives aimed at promoting respectful relationships, anti-bullying, and positive behaviour in schools. Our program has a focus on creating safe and supportive environments for students, staff, and the broader school community. Specifically, our program in the junior secondary years examines the following topics:

1. Anti-bullying: implementing strategies to prevent bullying behaviour, promote empathy and understanding, and support those who feel they have been the target of bullying or abuse.
2. Social and emotional learning: Incorporating skills and learning to help students develop strategies for self-awareness, self- regulation, social awareness, relationships, and responsible decision making
3. Diversity and inclusivity: Examining issues related to identity, stereotypes, promotion of diversity and inclusion; while fostering respect for individuality regardless of background or circumstance

Paying It Forward

The concept of 'paying it forward' is simple yet powerful; it involves doing a good deed for someone without expecting anything in return, with the hope that the recipient will continue the cycle by doing something kind for someone else. It's about creating a ripple effect of positivity and compassion.

We are proud to share with you the initiative taken by our Year 9 cohort in their WAV  classes. In each of their classes, students are brainstorming and in the early stages of planning various ways to give back to their community from small acts of kindness to larger-scale projects.

Their commitment to making the world a better place, one act of kindness at a time, serves as a powerful reminder of the difference each one of us can make when we come together with a shared purpose. We look forward to seeing the ripple effects of their kindness.

Watch this space.

Finance Update

Dear Parents/Carers/Guardians,

Student Resource Scheme 2024 Payments Now Due

All 2024 Student Resource Scheme levies including subject fees are due to be paid at the end of this term. Please ensure all fees are paid in full or a payment agreement in place with the school in order for students to continue to receive resources.

Statements and Reminder notices have recently been sent out.

Formal invoices have also been generated for students of Year 12 and 2 family members.

Thank you to all those who have paid and to those who have arranged payment plans.

Please update Contact details

If any details have changed either address, email or other contacts, please update these with the school.

For further information email bsm@athertonshs.eq.edu.au

Paying School Fees:

You can pay your child’s school fees in one of the following ways :

• BPOINT to pay by credit and debit card
• BPOINT IVR (Over the Phone Payment) Call - 1300 631 073
• Direct Deposit into the school Bank Account BSB: 064-800 Account: 00090137
• EFTPOS at L Block Reception.
• Arrange payment plans and centrepay payments at Reception
• Payment can also be accessed online via your QParents account.

We are currently transitioning to a Cashless School and would prefer payments be made by one of the above methods

Wellbeing with Sonia

A bucket full of stress!

Stress is something that effects everybody to some degree, and it can actually be a good thing! Positive stress can motivate and energise us to get things done by a deadline. So, stress is a normal reaction to the demands of life, but too much stress, over too long a time period, can have significant negative affects.

A helpful way to think about stress is to imagine water in a bucket. For young people, the rain that falls from the sky. the ‘external stressors’ are events or situations that cause us stress, and are outside of their control. For example, moving, peer’s gossip, parental arguments or separations, physical or mental illness, upcoming assignment deadlines or the death of somebody close. Internal stressors also add to the stress bucket and while it might not feel this way, we do have control over internal stressors such as procrastination, excessive worrying or rumination, avoiding hard things, setting impossible standards, negative thinking and poor time management and disorganisation. Imagine these as a hose we direct into the bucket, adding to its fullness.

We each have some capacity to handle stress (which differs from person to person) it does accumulate. This in part, explains why we often can’t understand why that ‘little thing’ caused a meltdown or fit of anger. The reality is that the person’s stress bucket might have been building up over time and that ‘little thing’ caused the overflow. Prior to this our young person might feel burnt out, be irritable, anxious, fatigued or feel low and tearful.

While external stressors might be outside of their control, internal stressors can be responded to, and stress relief or coping strategies act like a tap at the bottom of the bucket, releasing stress. Of course, it’s best not to let the stress bucket get to the point of overflow before acting! Young people that have good stress coping skills are also more likely to respond effectively to external stressors.

Some things to discuss with your young person include:

1. Consider the external and internal stressors. Structured problem-solving, rather than rumination is effective. What options do you have? Which alternative is best in the short and long term? Which will get you closer to your ultimate goal? Who could you ask for help?
2. Learning healthy coping strategies for stress is never a waste… because stress is with us across our whole life! Some absolute essentials are diet, exercise and sleep. Think of these as strategies that will open the tap of the stress bucket a ‘whole turn of the tap’. Other strategies won’t be as effective if there is an unhealthy diet, poor sleep and no exercise.
3. Other strategies that can be helpful (say, a ‘quarter of a turn of the tap’), include reading or writing, socialising, playing with pets, trying new hobbies or sports, acts of service (e.g. volunteering), meditation, stretching, deep breathing or muscle relaxation activities, listening to music.
4. Unhealthy ways to reduce stress might give immediate relief, however they are not helpful in the long term (e.g. drugs, alcohol, smoking, bottling things up, smashing or punching things, avoiding friends/family, not sharing feelings about being stressed).

Finally, remember stress is different for everybody. What your young person finds stressful might be insignificant to you.  Try not to dismiss (e.g. “just get over it”) or provide unsolicited advice (e.g. “you need to do ‘x’). Instead try to work with them to identify what’s worked in the past, problem-solve together, create a plan and support them to stick to it, ask (and negotiate) what you can do to help, ask if they would like to hear about your healthy stress coping strategies. There are supports at school and your young person is welcome to book an appointment with me to develop coping strategies.

Sonia’s work days have changed slightly – she is now available every Tuesday, Wednesday and Fridays, and alternate Thursdays. Call the office or drop in to book an appointment.

Update from the Agricultural Department

Our Agricultural Department recently appeared in the publication Brahman News.

PBL News

Welcome back to Term 2! For those new to reading the newsletter, or for those returning; a little about our growing culture of PBL at Atherton State High School. Positive Behaviour for Learning (PBL) is a proactive approach to establishing the behavioural supports and social culture needed for all students, staff and wider community in a school to achieve social, emotional, and academic success. Here are some key components and strategies for fostering positive behaviour for learning:

1. Clear Expectations: Establish clear and consistent behavioural expectations across all settings within the school environment. These expectations are explicitly taught to students and reinforced regularly. Staff are being up-skilled within this area through classroom profiling and positive behaviour responses.
2. Teaching and Modelling: Teach students the specific behaviours expected of them through direct instruction, role-playing, and modelling. Examples are used within classrooms and educational environments to demonstrate desired behaviours.
3. Positive Reinforcement: Recognize and reinforce positive behaviours through praise, encouragement, and rewards. Acknowledge students' efforts and achievements, both individually and collectively. At ASHS we are actively acknowledging students through the Thank You tickets/tokens, positive postcards, stickers, communications home to parents; just to name a few of the strategies being used.
4. Consistency and Fairness: Apply rules and consequences consistently and fairly to students. Ensure that expectations are reiterated across different settings by staff members. This is not inclusive to teaching staff. All staff at ASHS are inclusive of our PBL program and ways of working.
5. Data-Based Decision Making: Collect and analyse data on student behaviour to identify trends, patterns, and areas for improvement. We use this data to make informed decisions about interventions and supports. We are using specific programs to gather and analyse data, both positive and challenging.
6. Tiered Support System: Implement a tiered system of supports to address the varying needs of students. Provide universal supports for students, targeted interventions for those at risk, and intensive interventions for students with significant behavioural challenges. This includes the wonderful support staff at our school including; Guidance Officer, School Based Youth Health Nurse, School Based Wellbeing Social Worker, School Chaplain, Student Support Officer, Community Engagement Officer, Transition Support Officer, Year Level Co-ordinators and our amazing staff.
7. Family and Community Engagement: We have wonderfully supportive parents and care-givers. Our fortnightly meetings are open to our wider community and we have several parents on our working team; both who are staff at the school and non-staff. Regular communication with the ASHS P&C enables information updates and feedback opportunities.
8. Social-Emotional Learning (SEL): Integrate social-emotional learning into the curriculum to teach students essential skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
9. Staff Training and Support: We provide ongoing training and professional development for staff members on positive behaviour management techniques, restorative practices, and culturally responsive teaching.
10. Celebration and Recognition: Celebrate successes and milestones in promoting positive behaviour for learning. Recognize students, teachers, and staff members who contribute to creating a positive school culture. Our amazing acknowledgment system has grown extensively. A massive thank you to our staff and wider community for the donated items that go into our PBL shop for students to use their Thank You tickets and tokens to purchase items. THANK YOU!

By implementing these strategies and fostering a supportive and inclusive school environment, educators can create conditions that enable all students to thrive academically, socially, and emotionally. Positive behaviour for learning isn't just about managing behaviour; it's about creating a culture where every student feels valued, supported, and empowered to succeed.

International News

Hashimoto High School Study Tour

From March 19^th to March 28^th Atherton State High School welcomed Hashimoto High School from Wakayama, Japan. Hashimoto High School visited us in previous years before the pandemic.

The students from the visiting school enjoyed Mr Halliday’s English lessons, especially the Australian food tasting lesson. It was also a highlight for our visitors to experience the hospitality of our homestay families from the local community and making new friends with their Atherton High School buddies.

At the farewell function Hashimoto High School presented a baton twirling demonstration, a Korean hip hop dance and a very famous Japanese song “Sekai ni hitotsu dake no hana” meaning “The only one flower in the world”.

My New Gallery

Farewell International Students

Our international students from Kyoto, Japan completed their one term study abroad program at the end of Term 1. We say farewell to Masaki Hashimoto, Yuzuki Fujita and Shiho Omori and hope they enjoyed their study abroad experience at Atherton State High School.

I would like to thank the homestay families for opening their homes to our international students and giving them support with their studies and for sharing our beautiful Atherton Tablelands through many sightseeing experiences.

Study Tour Homestays Required

From July 29^th to August 8^th we welcome back Johoku Saitama High School from Tokyo, Japan for a study tour. We are currently seeking homestay families to host male Japanese students aged 15 – 17 years for these dates. The requirements are:

• Single or double placement
• Provide a bed for each student
• Provide three meals a day
• Provide transport to and from Atherton SHS
• All residents over 18 years must have a valid BLUE CARD

Reimbursement is $45.50 per night per student / $91 nightly for a double placement.

10 nights double placement $910.

Welcome Lillian

Lillian Caulfield-Anning is the newly appointed ARTIE Education Coordinator/Mentor based in our school. Lillian works Tuesday and Wednesday during the school terms and works out of B022 with the Community Education Counsellor. You may recognise Lillian as she is a former Atherton State High School student, 2023-year 12 graduate, Euramo Sport House Leader and Indigenous Leader.

As the ARTIE Education Coordinator/Mentor Lillian is employed by the Former Origin Greats (FOGS) ARTIE (Achieving Results Through Indigenous Education) Academy based in Milton, Queensland. The ARTIE Academy operates with high expectations for effort, behaviour, achievement and commitment with a view to inspire students, encourage and inform them of their progress, and celebrate their successes. The Former Origin Greats ARTIE Academy focusses on improving school attendance via commitment, positive reinforcement and support. This is achieved through incentive-based challenges for students each term. Students are also able to set their own individual goals (5-, 10- & 30-day challenges) with the ARTIE Coordinator. There is also the ARTIE Academy Driver’s License Program proudly supported by RACQ an integral component of the Academy assisting students in years 10, 11 & 12 toward obtaining their Drivers Licence. As the ARTIE Education Coordinator/Mentor Lillian will assist in the operation of the ARTIE program in our school, provide information & support to our students as well support in other school run activities.

The ARTIE Academy is an initiative of the Queensland Former Origin Greats (FOGS) and funded by the Australian Government and Queensland Government.

For more information about ARTIE visit https://www.artie.net.au/

News from Science Faculty

Students participated in a 3 day Biology camp at Holloways Beach Environmental Education centre (HBEEC) in preparation for their IA2 assessment.

 It involved data collection around factors affecting tree density in a Mangrove ecosystem. Students collected their data in the Mangroves, they learnt how to identify the various species endemic to the region, they took a boat ride along Thomatis creek and measured the water quality. This was an extremely enjoyable way to end the  term while being a valuable learning experience.

"Bio Camp was a diverse experience and I was able to conduct experiments in a non-school setting. Personally, I thought that studying the mangrove environment was the best possible ecosystem we as a collective student body could investigate. The interesting function of the mangroves kept me and my peers invested in the experiments. On top of this, the Holloways Beach staff were amazing with the resources and knowledge provided. Ultimately, Bio camp was the most enjoyable student experiment I have ever experienced and an awesome bonding experience." Troy Taylor.

Year 8 Science Class

Fermentation using yeast as part of the Chemistry unit about different chemical reactions.

My New Gallery

Modelling plate tectonic movement using shaving cream and crackers showing divergent, convergent and transform plate boundaries.

Mobile Women's Health Service

Well Womens Clinics

(These clinics are available to Medicare eligible clients)

Service includes Cervical Screening Tests (Pap Smears), Sexual Health Screening, Breast Awareness, also info on Contraception, Continence, Menopause, Lifestyle Issues, Bowel Health, etc.

All services are provided by a specially trained Women’s Health Nurse.

Well Womens Clinics

(These clinics are available to Medicare eligible clients)

Service includes Cervical Screening Tests (Pap Smears), Sexual Health Screening, Breast Awareness, also info on Contraception, Continence, Menopause, Lifestyle Issues, Bowel Health, etc.

All services are provided by a specially trained Women’s Health Nurse.

Atherton Health Centre       Tuesday 21^st May                               Ph:  4091 0263

Malanda Health Centre       Wednesday 22^nd May                         Ph:  4096 5339