STUDENT DRESS CODE

Introduction

As part of Foxwell State Secondary College’s commitment to providing a safe and supportive learning environment for all members of its community the College has adopted a student dress code which reflects the College community standards and balances the right of individual students with the best interests of the whole College community. The school uniform is viewed as integral in encouraging a sense of self-esteem, belonging and self-discipline in our students.

Relevant Legislation and Policy

This policy has been developed in accordance with the Education (General Provisions) Act 2006 (Sections 360-363) [“The Act”], the Department of Education and Training policy SMS-PR-022: Student Dress Code and Sun Safe Strategy in relation to implementing student dress codes in Queensland State Schools. It explains and documents the standards of acceptable dress at Foxwell State Secondary College.

A copy of the Uniform and Appearance Policy is provided to parents at the time of enrolment as part of the Enrolment Agreement and after periodic revision.

The Foxwell State Secondary College Uniform Policy was endorsed by the school Uniform Committee on 10 June 2019, and amended in 2020 after community consultation.

Expectations of Foxwell State Secondary Students

Consistent with this policy students are required to present at school in a neat and tidy manner at all times. By adhering to the Uniform Policy our students continue to promote a positive image of the school to our local community and demonstrate that the school has high expectations of its students.

Whilst this policy seeks to assist students and parents by identifying requirements and expectations for as many uniform and appearance items as possible, it should be noted that where a student’s appearance and/or uniform may not be in keeping with the spirit of this policy and the school and communities values and expectations a conflict resolution/mediation process involving the student, parent/caregiver, Principal and a P and C Representative may occur.

Winter Uniform (All Year Levels)

During the colder months the following items are acceptable:

•  Foxwell SSC Wattle coloured knitted jumper (with school logo) and/or Foxwell  SSC Ink blue jacket (with school logo) may be worn with either uniform
•  Foxwell SSC Ink blue track-pants worn full length (with school logo) – only to be  worn with Sports Uniform
•  Ink blue stockings/tights
•  Foxwell SSC Ink blue scarf (with school logo)

Beanies, balaclavas, knit caps with ear flaps or other similar headwear are not permitted. Undershirts must be not be visible outside/through the uniform (e.g. T Shirts, Tank Tops or singlets).

Update on Winter Uniform

Due to shipping delays and extremely high levels of demand, some sizes of our Winter Jacket are currently out of stock. To support our students and families during this shortage, we have provided students with loan replacement jumpers or jackets. These may not be endorsed school jackets, as they are only intended to be worn for the very short term. College staff are aware of all students who have been provided with these ‘non-uniform’ items and will replace them with the uniform item once the order can be placed.

UNDER NO OTHER CIRCUMSTANCE can a student wear a non-uniform jumper or jacket to  school. ALL students MUST wear an approved winter uniform jacket or jumper to school. The uniform expectation extends in to the community, and includes travel to and from school., and while on public transport.

Community Consultation

We have received feedback from students and parents that some of our students are cold, even when wearing their winter jacket. The intention of the uniform design was for students to be permitted to wear their wattle jumper under their sports jacket in the coldest of days or months. We acknowledge due to the sensory needs of some of our students, that they are unable to wear the knitted jumper. In this case we will accept students wearing non-visible under shirts, singlets, thermals etc. We will also accept in the coldest of months, that a student can wear a navy blue plain (non-hooded) sweatshirt (like image below) under their sports jacket. The navy sweatshirt will not be permitted to be worn alone.

We are also working with UMS (our uniform supplier) to design a warmer jacket to add to our winter uniform. As you would imagine this will take some time to design and produce, so we have agreed upon the above compromise until the time of their arrival (likely 2023).

At the upcoming P & C meeting we will discuss options further. Please contact our P & C Executive to get involved and have your say.

MATILDA THE MUSICAL - JNR

What a spectacular! I have the pleasure of attending all three shows, and I must say it is one of the highlights of my career. Watching our students grow and develop into confident and brilliant performers is an absolute privilege.

On Wednesday we welcomed students and staff from Coomera Rivers State School, Picnic Creek State School, Coomera State Special School and Coomera State School to our matinee performance. Watching the joy and awe of these students was quite a moment.

We have received some beautiful feedback from these students.

“The performance given by the students in ‘Matilda’ was amazing in acting, singing and dancing.” (student)

“I can’t believe that Miss Trunchbull was actually a student. I thought she was a teacher”. (student)

“I loved it when they sang, ‘When I grow up’, and the stories”. (student)

“I love how good Matilda’s singing was – I can’t believe she is only in Year 8”. (student)

“My favourite part is the revenge part. It was funny. I love the singing and the props! It was the best musical ever!” (student)

“Matilda was great and I like all of the characters. It was a great show and it was fun!”. (student)

“I honestly loved the whole thing. It was well thought out and really creative. Good job!” (student)

“I loved the creativity in set designs when the school gates turned in to the chokee!! How cool! I also loved seeing so many past CRSS students.  Love Miss Ellison)

“That (Matilda) was the most amazing performance ever and the actors were very brilliant”. (student)

“The ‘Matilda’ musical was amazing! All of the students are so talented” (student)

“Amazing, incredible, funny, engaging – just some of the words that come to mind after watching the wonderful talent of the FSSC cast of Matilda Jnr The Musical. A lesson to be learnt – from Matilda’s lips: ‘Nobody but me is going to change my story” so go forth and keep writing your story”. (Michael Crandon MP)

“Congratulations to the stars and all involved with the production of Matilda. A very professional presentation”. (Mr Graham Foxwell)

“Absolutely fantastic. Loved every minute of it. Acting was so professional. Costumes and sets fabulous. What an amazing first ever performance in your brand new Arts Centre”. (family member).

Congratulations to our Cast and Crew and of course Mrs McLennan and her team for the countless hours pulling together the performance of the year.

STAFFING UPDATE

This week we farewelled two of our amazing teaching staff.

Ms Rebecca Johnston has been an incredible member of our Inclusion team over the past few years. She came to us ‘on loan’ from her permanent primary school and sadly we have to say goodbye and she returns to her school. Our students, parents and staff are going to miss her positivity, warmth and boundless care. She has most definitely positively impacted many lives during her time at Foxwell SSC. We wish her the very best.

Ms Benita Sihvola joined us in our Social World and English faculties at the beginning of 2021 and has provided great wisdom and leadership in her time with us. She is an exceptional and passionate teacher of English and the Arts. The students who have had the pleasure of being taught by Ms Sihvola are very fortunate to have had Ms Sihvola share her joy and love of learning with them. We wish her the best in the next chapter in her educational leadership.

As we continue to grow, we will be welcoming many new staff to our team. This week we welcomed a highly experienced teacher to our Inclusion Team. Ms Kate Harrison has already made many positive connections with students, staff and families. Welcome to the Foxwell community Kate.

I once again take this opportunity to acknowledge and thank all of our staff here at Foxwell State Secondary College. They continue to go above and beyond for your children and our community. This week many parents and students have shown their gratitude in different ways, including many thank you emails or small tokens of appreciation. These small gestures mean a lot to our staff, and let them know that you truly appreciate them.  Please continue to let them know how grateful you are. Together we are great!!

Until next time.

Kym Amor

Principal

We are well and truly in the midst of assessment season!  Our Year 7s have been working hard consolidating their learning and preparing to demonstrate what they have mastered over the course of the term.  Congratulations to all students who put on an amazing show of their learning, creativity and passion for History at the Night of the Museum.  It was lovely to see so many parents, younger siblings and families engaged in the work that your children had prepared.  

Congratulations also to our amazing Year 7 performers and Tech Crew who, by all reports, have put on an amazing show in Matilda Jnr last night.  I can't wait to see the show for myself this evening!

Year 7s will participate in a special assembly on Monday with Mrs Amor, Ms Wilson and myself around some behaviour reminders and why we feel so passionately about zero bullying, being kind, being inclusive and living up to our SPIRIT values at Foxwell. 

Di Russell

Deputy Principal

The term is flying by and our students are busy working on their assessments to provide evidence of their learning before reproting is finalised. The process of learning is just that, a process and it is the engagement in the process, the effort expended, the pride taken and the perseverance shown that is as important, if not more important than the final result for the assessment.

Remember success means different things to different people in terms of academics. To some students success is completing a full assessment for the first time, to other students, success is receiving an A and to others again it may be moving from a D to a D+. Progress is progress, even if it is two steps forward and one step back. Learning is a journey and many believe, including myself that there is more value in the journey than the destination itself.

I wish to remind you of what success at Foxwell means.

• What does success look like for your child?
• Do you have realistic expectations of them?
• Do they have realistic expectations of themselves?
• What support do they need in their journey of continuous improvment?
• How can we work together to support your children, our students, to be the best they can be?

As we near the last phase of the term, our focus now shifts towards finalising assessment and preparing for our next semester's learning based on this semester's progress. All students are encouraged to ensure that they work closely with their teachers, seeking feedback on how to improve and strategising around their next steps, so that their final submissions and performances in examinations reflect their true potential. Year 9 students should be taking increased ownership of their learning, and this means that they are actively working towards their goals and actioning their plans for ensuring their personal success. As parents and carers, some of the helpful things you can do to to support your child include:

1) checking in with them regarding due dates and timelines for submitting assignments and examination dates, and assisting them with planning their home study routine. These dates are accessible via our assessment calendars for each level (included in this newsletter) and are included on task sheets and other information issued by teachers;

2) assisting your child by asking to review their work with them by:

- reading over their work and offering suggestions for improvement based on the task requirements;

-helping with regular revision;

-discussing with them the feedback from teachers;

-and seeking additional support from teachers if necessary.

3) providing the conditions conducive to an effective home study program including:

-a quiet place to learn/a dedicated space (desk, other resources);

-support in managing distractions - e.g. no mobile phone or social media access while learning/studying;

-healthy options for snacks and meals;

-opportunities for exercise and rest;

-appropriate sleep routines - no phone/devices at least 30 minutes before bed, no devices in bedrooms, at least 8 hours sleep.

By encouraging your children to take ownership of their learning by being responsible learners, they can be empowered to accomplish their goals.

Term 3 Personal Endeavour Courses

Students will begin their third PEC for the year at the start of Term 3. Any student unsure of which PEC they selected or who wishes to change their selection, must see Ms Nicolas prior to the start of Week 10 (Monday 20 June). Any applications to change courses must be endorsed by parents. Forms are available from Student Services.

Cafe Program

Our Year 9 students continue to shine as they learn the ins and outs of creating the perfect coffee! It has been so wonderful to see them develop their skills in communication, customer service and coffee-making as the term has progressed. We continue to see students contributing to the life of the College by volunteering each morning for the before-school service, honing their skills and providing a valuable service to our community. If you are yet to try the smoothies and drinks on offer, be sure to make your way to Project 4209 before 8.30am. Card-only payments will be accepted. 

We have engaged the expertise of our School Based Youth Health Nurse team to deliver an informative and relevant health promotion that has meaningful links with our Health and Physical Education curriculum. Using evidence-based research and best practice, our Metro South team of nurses will discuss topics such as communication, consent, sexual health and the supports available to adolescents. This learning will occur on Thursday 16^th June across Periods three and four. 

We understand some parents may wish to remove their child from this learning opportunity. If you would like your child to opt out, please email Pascale Street -  ppier6@eq.edu.au directly and an alternative learning opportunity will be provided.

Over the last two weeks, groups of our leaders have had the opportunity to be involved in a range of Youth Leadership opportunities, and even ran their first assembly! On May 19^th, Year 7 leaders along with our Year 8 STEM, Citizenship and Sustainability ambassadors went along to the Gold Coast City Council Junior Leaders Conference. Here they discussed innovation and creativity, and engaged in project based learning to effect change in their local community.  

I really enjoyed working with my peers to fix problems in our community and making our community a better place for everyone to live in. I really enjoyed learning new things! – Angel Whare

I really enjoyed the whole experience today. My favourite part of the day was collaborating with people that I hadn't talked to much before and learning how others see leadership. – Sophie Harmon

Last week, 9 of our Year 9 leaders had the opportunity to join fellow school leaders from around the Gold Coast at Bond University for the YLead conference. It was a fantastic day for our Year 9 leaders to engage and interact in a program that develops the leader within and demonstrated the importance of everyone making a positive contribution to the school community. Our students were empowered to be their best and make a positive difference. The skills and knowledge they gained from the YLead conference they will share with fellow leaders through our continued leadership program.

I would like to start this week’s Maths newsletter article with a quote from two very influential people in my life.  Firstly, a famous Mathematician and educator who said “The only way to learn Mathematics is to do Mathematics“ and secondly my daughter, who said to me “Mum, Maths isn’t fun unless you are good at it.” 

Both of these comments are spot on in unlocking the secret of how to best view Maths as a subject.  I would say no one would find anything fun when they are not good at it.  Let me explain using a sporting example.  Someone who is on a rugby team couldn’t be expected to have their best game if they didn’t do some form of training leading up to the match.  I would also think they wouldn’t think the match was very fun if they dropped the ball every time it was passed to them, or couldn’t keep up their stamina and had to sit the second half out. However, their mindset might change if they attended training and had some fun trying their hardest. Their self esteem would be significantly different in this scenario, regardless of whether it was their passion area.

Many people don’t know that Maths uses the same area of the brain when acquiring new skills, as it does when learning sport. As such, the only way to learn Mathematics is to do Mathematics.  This takes, like a rugby game, determination to keep going when difficult and applying feedback from your coach to improve.

Not every student will find Maths a subject that comes easy, or one that they enjoy.  Maths anxiety is a well researched condition, where a sense of not being good at something can very much impact how a person can perceive themselves. We often hear students state “I am just not good at Maths” and this impacts them before they have even stepped into the classroom and attempted that day’s lesson.

As the Head of Department of Maths at Foxwell State Secondary College, my vision is to build a culture of learning where all students have a love of learning in Maths regardless of their intended pathway and can enjoy their learning of Maths in a truly inclusive and collaborative environment.  This, to me, is to be achieved by ensuring Maths is linked to real world applications. Whilst mastery and fluency in Maths is needed to allow our brains to make initial connections, it isn’t until we can start seeing the true relevance of a concept that our brain starts to strengthen those connections and allow for deep learning.  The best way to learn Maths is to do Maths is very relevant here too, as Maths is in all we do in our lives.

As such year 7-9 students learn Maths through one of the United Nations Sustainable Development Goals each term.  This term students are looking at financial maths and how it can help people make good economic decisions in their own life and the world we live in. Next term they will learn measurement and shape looking at sustainable cities.

In addition, Maths has many different strands.  These are number, algebra, measurement, shape, statistics, and chance.  Often a student may ace an assessment and get an A in measurement one term and the next term get a C in algebra.  It is important to look at the entire year’s result to have a clear picture of how your child went in Maths. 

High school maths is very different to primary school.  There are significant Maths concepts that only start to be introduced come year 7, which then are reinforced and extended in year 8.  Year 9 mathematics is a significant jump again with some very high level algebraic and geometric concepts introduced.  In year 12, students are required to do an external exam, worth 50% of their grade. Therefore year 7-9 Mathematics is so essential, as it using real world contexts, with deliberate practise aids retention for senior years, and keeps the love of learning moving throughout the teenage years.

As a working parent myself I know the challenge of homework and finding the time in a busy schedule.  As such, there are specific Maths tutorial times held during WIN time.  These are on a Monday and Tuesday before school, Wednesday lunch and Thursday after school.  These are held in the learning hub. In a high school setting Maths tutorials are often frequently utilised as a way of reinforcing and practising the skills learnt. A year 9 student should be doing at least 30min of revision at least 4 times a weeks.

Lastly, I would like to touch on the ‘fun’ that Maths can be. Maths teachers at Foxwell are highly skilled educators who have a passion for teaching Maths. Unfortunately, due to Covid and the impact of online learning, then absences for students and teachers, the online materials provided may not appear as engaging as what in class activities might have been.  It is always a much better experience being at the rugby game than watching it at home on the TV!

In a Maths lesson we use what we call the Gradual Release of Responsibility.  I do – the teacher models the concept.  We do – the teacher and class work through the concept together.  We do together – students work together in collaborative way to support each other and finally, You do – students do independent work feeling supported to attempt the work themselves.   

In each stage teachers look for new and different ways to engage students in their learning to ensure differentiation for all students’ learning needs, whilst maximising fluency and problem-solving opportunities. This could be through games, videos, thinking warm up activities and using our amazing outdoor spaces.

Lastly, it is essential students have a pencil case, exercise book and calculator for each class and they check they have successfully downloaded the Maths textbook onto their iPad. Once again, a game of rugby couldn’t be played well without the right equipment.  If you have any questions on any of these items, please always feel free to send me an email on txrus5@eq.edu.au

Mrs Russell, Head of Department Mathematics

Enrich – to improve the quality by adding something else

At the beginning of this year, staff reflected on our Enrich program and what shape this should take for our students in 2022.

The vision for Enrich has been to provide an opportunity for students to engage with literacy, numeracy and social-emotional learning through relevant and meaningful contexts. These skills have been embedded through teacher-led inquiry-based learning in Term 2, and students have also been able to consider how they can advocate for others.

As we approach the middle of the school year, we have taken the opportunity to ask students for their thoughts on Enrich so far and give them a voice in developing the program for Semester 2.

Students in Year 7 and 8 Enrich classes were sent a survey link to provide their feedback on the program. From there, representatives were chosen from each class to work as part of a small team to give further feedback on Enrich.

This week, representatives from Year 7 Enrich classes collectively reflected on the Enrich program in open conversations, and collaboratively collated and shared their thoughts on areas they may like to focus their studies on in Semester 2.

Year 9 Science update:

Students have continued their chemical reactions, making use of our College’s fantastic senior laboratory resources to conduct their experiments and gather data. Students are now finalising this assessment, which is due in their final science lesson this week. 

Year 7/8 Physical World update:

Last Wednesday night, Year 7 and 8 Physical World students shared their learning with the wider Foxwell community, including parents and distinguished guests. The feedback from our community was outstanding. Everyone was truly blown away by how the students had transformed their learning, and could so clearly articulate their inquiry.

In the junior laboratory, Year 7’s have continued their investigation into different methods of separation techniques. The full draft for this assessment is due by the end of this week. Year 8 have been working in groups investigating renewable energy solutions such as wind, solar, and geothermal, culminating in the design of a carbon neutral Coomera. The full draft for this assessment is due by the end of this week.

Please refer to the College’s assessment calendars published each term for more information on draft and final assessment submission deadlines.

Konnichiwa Foxwell families!

Language Learner Awards

This term, the Languages Faculty are recognising students in all year levels for their effort in Japanese. The specific focus has been on our SPIRIT Value of Perseverance as learning a language can be challenging in many ways. Each Japanese teacher has nominated a student from Year 7, 8 and 9.

Congratulations to the following students who will receive a certificate and small prize pack in recognition of their effort and perseverance in Japanese this term:

EP Award Recipients

Last week, we were able to recognise the students who received awards for the EP Lanugage World Championships on our whole school assembly.

Congratulations again to Ainslie Ryan, Findlay Rama, Zack Tunstall, Henry Chen, Jelena Uzelac on their efforts.

Anime Club

“It’s like a sleep over every week.” – Anime Club Member (Y9)

Foxwell’s very own Anime Club welcomes members from all year levels to join our club to appreciate a range of anime with kind, like-minded peers.

Anime is a style of Japanese film and television animation, typically aimed at adults as well as children. The vibrant graphics often depict diverse characters in action-filled plots, often with complex narratives.

So far, the club have explored themes of friendship and self-esteem in ‘Words Bubble Up Like Soda Pop’ (2021), and the theme of fate in the film ‘Your Name’ (2016).

No sign-up is required! Feel free to walk in to join our anime community at any time.

Our next film is ‘Weathering with You’ (2019), a fantasy which depicts a high school runaway’s friendship with a girl who can control the weather.

Anime Club meet every Thursday during the long break in H.3.33 (Senior Games Room). We hope to see you there.

Japanese Tutorials

A reminder that students of all year levels can access support and assistance in their Japanese studies during WIN (What I Need) time and the long lunch break on Fridays. During these sessions, students can receive help with their Japanese class work, assessment or a quiet space to study for Japanese with the help of one of our Japanese teachers. Times and locations are below:

WIN time: Friday 7:45am – 8:35am in the Junior Learning Hub

Lunch break: Friday 11:30am – 12:20pm in E2.17

All students will receive their Semester 1 Report Card early in Term 3. Please continue to check your child's Seesaw and OneNote - they can help you out! - as teachers are continuously providing feedback on work completed across the term and students will also have uploaded evidence of their learning during this time. We will facilitate another round of Student-Led Conferences in Term 3 with more information to be provided in the coming weeks. As always, please communicate any concerns regarding your child's progress with the relevant class teacher. 

Please see updated Assssment Calendars for the remaining weeks of Term 2.

Students will be aware of these due dates and it is important that students submit work in keeping with these.

As a reminder - WIN time is available before school from 8.00-8.30 each morning in the Learning Hub and again from 3.00-4.00pm for students to access additional support in completing assesment.