One of the most critical factors in a student's academic success is their readiness to learn. When students come to school prepared and motivated, they are better able to engage with their lessons, retain information, and make meaningful connections between what they learn and the world around them.

So, what does it mean for a student to be "ready to learn?" Students are expected to attend every school day and lesson on time, ready to learn, wearing their uniform with pride and with the necessary equipment for the day’s work. Readiness to learn means that a student is physically, emotionally, and intellectually prepared to engage with the educational process. Students demonstrate that they are physically ready to learn by bringing their iPad to class fully charged and with the appropriate downloaded applications. They must bring the correct stationery as outlined in the College Stationery List. 

Students are expected to take responsibility for their own learning and behavior. This includes attending school regularly, being punctual, completing assignments on time, and following school rules and policies. They are expected to demonstrate respect for themselves and others by treating students, teachers and members of the Foxwell community with respect and dignity, regardless of their background, culture, or beliefs. This includes respecting the rights and property of others.

All areas of Foxwell State Secondary are learning and teaching environments, and as such students are expected to behave in a manner that is condusive to a learning environment. 

Our Student Code of Conduct outlines that when a student engages in a behaviour that causes a significant interruption in a class or school activity or event, it is considered a disruptive behaviour. Students engaging in disruptive behaviours may receive a possible consequence of suspension. These behaviours may include, but are not limited to, sustained loud talk, yelling, or screaming; noise with materials; and/or sustained out-of-seat behaviour; throwing objects (not causing harm) or other actions. These are considered conduct prejudicial to the good order and management of the school of a more significant nature, which may be dealt with by Head of Year, Head of Student Success, Head of Inclusion, Deputy Principals and/or the Principal.

A continued pattern of low-level behaviour can interfere with teaching and learning for the whole class, and a decision may be needed by the class teacher to refer the student to their Head of Year and Deputy Principal.

Teachers at Foxwell State Secondary College utilise the Essential Skills for Classroom Management in managing learning and behaviour in the classroom and beyond. 

In addition, our Behaviour Referral Pathway includes a card system to help support both students and staff in regulating and managing student behaviour. The card system provides visual prompts of expectations and next steps for students.

You may be aware of recent media attention about a fight at Coomera train station allegedly involving students. While we are reviewing the incident, at this stage, it does not appear any Foxwell students were involved in the fight, but were seen nearby. All Queensland state schools are able to apply disciplinary consequences for behaviour occurring outside school grounds. In all instances of fighting and physical aggression, we consider and apply appropriate consequences, in line with our Student Code of Conduct. This includes the encouragement, facilitation or inciting of violence.

Support is available here at school for impacted students and their families. Guidance Officer support is available for any student who requires it.

In response to the event, we have invited officers from the Queensland Police Service Railway Squad to the school to speak with students and give a presentation on safety around train stations. The Queensland Police Service school program for our area, who are aware of the incident, have also offered to deliver a 45 minute, One Punch Can Kill presentation for our cohorts. 

WIN Time

At Foxwell, our students are fortunate to have staff available to assist them at WIN time, both before and after school.  Our teachers also provide ample time in class to complete set work and assessment tasks. Many teachers provide opportunity during break times for students to access additional support.

Students are currently working on drafts and final copies of assessment in many subjects. This is a fantastic time for students to access WIN Time before and after school. You are welcome to encourage your child to access the available support to ensure that they continue to flourish academically by producing work that demonstrates their best level of performance.

At Foxwell, we want our students to grow into independent learners  who are responsible for their own learning. Thank you for working in partnership with us to ensure the best outcomes for your child. 

Kintetic School Bus Service 

Over the past five weeks, Deputy Principal Mrs Russell and myself have continued to communicate with and provide feedback to the bus company that provides the school service for our students, Kinetic. Kinetic Planning Department have assured us that they continue to work with Translink on improving the service provided to the Foxwell community, including undertaking data surveys to support the school's request to improve and increase the school bus network. Kinetic have provided the below communication to assist our students in knowing their bus number, it's route, the time it is expected to arrive or depart the school bus stops, and the best option for their journey to and from school. 

We endevour to inform our community of delays to the bus network as they are communicated to us. We will always do so via our college Facebook page.

Getting Help for Teenagers

THIS INFORMATION CAN HELP IF:

• You’re worried about your teen’s mental health, but are not sure if it’s serious enough to get help
• You want to know how to get advice or support for your teen’s mental health
• You want to know what kind of mental health support services for teenagers and young people are available.

Knowing how to approach the issue of teen mental health can be difficult. They may not recognise that there’s something wrong, or you may wonder whether the issue is serious enough for you and your young person to get help. The good news is that there are a lot of options for help and support, depending on what your child’s needs are, and what they’re ready for. Getting help early will give your teen the best chance of managing any problems before they become more serious.

GET HELP EARLY FOR YOUR TEEN

Most mental health difficulties first appear between the ages of 11 to 25, while the brain is going through a process of rapid development. Around 1 in 4 young people have experienced a mental illness by the time they’re 25. It’s important to look out for signs of mental health or emotional problems in your child from an early age and during adolescence. When mental health conditions are treated and managed early, the episode of illness is likely to be less serious and have a shorter duration.

Mental health conditions are generally episodic, which means that your child will likely experience periods of being unwell in between stretches of time where they seem to be doing better. Learning to spot the signs that your teen is feeling unwell early will mean that you’ll have the best chance of managing their wellbeing and getting them the support that they need.

Unfortunately, only around 30% of young people who experience psychological distress actually get the help that they need. This can be due to a number of reasons, including:

• not recognising or accepting they may have a mental health difficulty
• not believing their problem is significant enough to seek help
• being unwilling to talk about their problem because of the stigma attached to mental illness
• not believing that anything or anyone can help
• environmental factors like cost, distance, inflexible opening hours and long wait times
• close adults and friends not noticing or recognising the signs and symptoms and therefore not supporting the young person to seek advice.

WHEN TO GET HELP FOR YOUR TEENAGER

Knowing when to get help for your child can be difficult. At times, the signs of mental health problems can be similar to the ‘ups and downs’ of being a teenager. It’s not always easy to tell the difference between ‘normal’ teenager behaviour and when there might be something else going on.

Mental health difficulties will surface differently for everyone. As a parent, you have an important perspective - you’ve spent years with your child getting to know their patterns of behaviours and emotions. You’re well placed to spot when your child’s own ‘normal’ has changed, or if they’re acting differently to usual. Remember to trust your instincts. If you think there might be something wrong, it’s best to chat with your teen and raise your concerns.

Not everyone who experiences distress or goes through a tough time has a mental health problem. Sometimes, your teen might be experiencing distress due to a life event, such as loss of a loved one, difficulties at school or changes at home.

If your teen is going through a tough time, and is finding the way they are feeling isn't improving even with the support of family and friends, then speaking to someone can be helpful, even if what they are experiencing isn’t a mental health issue.

WHAT TO DO NEXT WITH YOUR TEEN

There are many different types of teenage mental health help and one way is not necessarily better than another. Different approaches will work for your child differently. Sometimes it’s a combination of approaches that works best.

The first thing to do is to have a conversation with your child and find out more about what’s going on. Things to remember when having a supportive conversation:

• Take a curious approach and be open to hearing their point of view. You might start the conversation saying, ‘I’ve noticed that you seem really down recently, how are you going?’
• Take it seriously and actively listen to what they are telling you
• Be positive in approaching the situation and support them to take a first step
• Be your child’s greatest advocate in getting the right help for them
• Be optimistic that you will get through this together.

Even if your teenager doesn’t open up at first, you’ll have shown that you’re concerned and are there for them. When they’re ready, they’ll know that they can come to you. Once you and your child have acknowledged there may be a mental health difficulty going on, it’s time to explore support options.

If you would like support in doing this, please reach out.

Sean Atiffale - Yr 7 - 9 Guidance Officer

sxati0@eq.edu.au

Pascale Street- Yr 10 Guidance Officer

ppier6@eq.edu.au 

The Fusion Years and Senior Schooling - Student-led Conferences

On Tuesday 7 March 2023, we will conduct our first round of student-led conferences. Running parallel will be an information session for Year 10 families. These sessions will focus on understanding the Queensland Certificate of Education and our vision for senior schooling at Foxwell. To support you in attending the conferences as well as this session, we will repeat the information sesssion. Please keep up-to-date with communication regarding these events; we will confirm times and locations closer to the event.

From my last bulletin, in case you missed it! We are currently working in our leadership teams to finalise our plans for Year 11 and 12, while also consulting with local, regional and state-wide educators and schools to glean what is currently best practice in schools. Over the coming weeks, you will receive invitations to participate in surveys, consultative groups and discussions regarding Senior Schooling in 2024 and beyond. It is truly a time for thinking innovatively, deeply and with the bravery to determine our own path. I look forward to sharing with you the announcement of our new Industry Liaison Officer who will form part of the team working on our planning and partnerships. We always welcome your feedback, so, if you have a great idea about what Senior Schooling could include, please do participate in the sessions and events as they arise, or email me – dnico0@eq.edu.au While we must adhere to the requirements of the Queensland Government Department of Education and associated bodies, including the Queensland Curriculum and Assessment Authority, we certainly can ensure that our Community is able to influence our delivery of senior schooling at Foxwell State Secondary College.

Please ensure that you are keeping abreast of information regarding these key events:

Thank you to students and families who continue to support our effective management of our College by adhering to all College processes and rules. Some reminders I would like to reiterate:

• Students are to be at school at 8.35am. The first lesson begins at 8.45am. Students who arrive after 9.00am must bring with them a signed note of explanation or a parent/guardian should have contacted the College to validate the late arrival of the student. Similarly, students should be present in class until 3.00pm; parents are encouraged to organise appointments and other commitment for after 3.00pm wherever possible and avoid removing their child from learning during the day;
• Formal uniform is worn every day unless a student is engaged in Physical Education lessons. Students must wear black leather shoes every day to ensure that workplace health and safety requirements have been met. Shoes are to be of typical style and structure, that is, not a boot or high-top or street shoe. This is clearly outlined in the Code of Conduct for Students. Socks must always be of a length that they sit above the ankle and are not hidden within the shoe;
• Facial piercings, other than those stipulated as being acceptable in the Code of Conduct for Students, are not permitted. Students wishing to be exempt from receiving a consequence due to being in breach of the Code must provide a written application for a Variation to the Dress Code. This form can be collected from the office. For example, if a student has a new nose piercing and cannot remove it due to the required healing process, the student can submit their application for the 6-week healing period, after which they will replace the jewellery with a clear, flat nose piercing. Applications can also be submitted wear a student is wearing a piece of jewellery for religious or cultural reasons;
• Hats are to be worn at all times when a student is outside the classroom: formal hats must be worn with the formal uniform and the sports hat with the sports uniform;
• Students who absent themselves (truant) from class for any period of time, without the explicit permission of their teacher or other staff member, will receive consequences proportionate to the amount of learning time lost;
• Chewing gum is not permitted;
• Failing to participate in the program of study (that is, not completing class work as best you can) may lead to consequences including a Saturday detention or suspension;
• Students who are not participating in learning may not have the privilege of representing the College at events and competitions, such as sporting events
• The College will not tolerate the disrespect of any staff member or student. If we know about the concerning behaviour, we can act on it and so students are encourage to please submit a report straight away;
• During the first and last breaks, students should be transitioning to class – not moving down to the ground floor or ovals etc. to play sport. The warning bell at 12.25pm signals the end of the lunch break and time to move to class. Students have ample time to access bathrooms and bubblers in the hour-long lunch break;
• Possessing and accessing MOBILE PHONES IS NOT PERMITTED between 8.35am and 3.00pm. Technology violations, such as having a VPN on their iPad or using social media in class is not permitted and will attract consequences for the student. Students ought to be conscious of what they post on social media - often "drama" is created and can find it's way in to and out of school, making it seemingly impossible to get away from those who are causing stressful situations or "creating drama". Students are reminded that their behaviour toward one another, including on social media, says a lot about them, their values and their beliefs. Students should avoid engaging with anyone on-line or face-to-face if interactions with them are not helpful and/or are harmful. 

Ms Di Nicolas, Deputy Principal - Compass Years, Year 10

Queensland Police (QPS) have paired with the Bluelight Association to deliver an early intervention program to address Domestic and Family Violence to Year 9 students. Due to the program being in its infancy, the pilot is an opportunity for approximately 50-60 Year 9 students. 

To ensure equity and opportunity for all, students participating in the program will be dependent on the prompt return of the permission slip. 

The program will be held on site, at Foxwell State Secondary College and will be facilitated by QPS. 

More information will be shared in the coming weeks, however, please see the parent flyer attached that addresses the purpose and program structure. 

We are officially halfway through the term! I thank all parents that replied to my last newsletter article introducing themself or just extending a warm welcome to the role, it has been great to establish relationships with families, and to strengthen the relationship between school and home with so many of you.

A reminder that student leadership applications close on Monday 27th February. There are many fantastic opportunities available, including Arts Ambassador, Citizenship Ambassador, SPIRIT Ambassador, STEM Ambassador, Sustainability Ambassador and Indigenous Champion. A copy of the Year 8 Student Leader Application has been attached to this article for your ease of access.

I would like to reaffirm the clear and consistent message to students of being Respectful, Responsible Learners, in all they do in and out of the classroom. Whether that be in their classrooms, playing handball at lunch with their friends, catching the bus to or from school, or visiting Westfield, they are the face of Foxwell. Their uniform and their behaviour is a representation that they belong to a community that values Service, Perseverance, Integrity, Respect & Responsibility, Inclusion, and Teamwork. Above all, Kindness is the Foxwell Way.

I want to remind students that our College offers a digital incident reporting platform, located on the student SharePoint. This provides a timely and anonymous way for students to directly report incidents to their Head of Year. We encourage students to write statements this way if they wish, although we always encourage you to go to your Head of Year if you wish! See screenshot below for how to record a digital incident statement:

Blink and our Year 7s are halfway through their first term in high school! How did that happen? At this point, I trust that your child has settled in well and if they have had any challenges that you have reached out to our team to seek support. Some students have experienced more teething problems than others and we are working to put in place supports to provide all students with the opportunity to succeed.

If you feel that your child needs support, please reach out to us.

Our Year 7 students are currently in the midst of completing their first assessment items for high school. For some students, high school assessment is very different to what they have been accustomed to in primary school. Students often have research tasks which span over an extended period of time and students need to use the Steps to Success - Feedack Junctures, on their task sheets, to help keep them on track for success.

Some reminders to maximise your child's academic success:

• Use the Term 1 Assessment Calendar to plan for success!  Assist students to create a study plan which ensures that all subjects and assessment items have designated time slots in the weeks prior to the item being due. Ensure that sufficient time is dedicated to each assessment item;
• Ensure that all tasks are submitted on time. In the case of extenuating circumstances, students may apply for an extension using the form on Student SharePoint;
• If your child is not at school or not in class, they are not maximising their learning!
• Effort and behaviour, in class, has a big impact on learning and on academic success;
• Encourage your child to ask clarifying questions, so that they understand exactly what is required of them at all times.
• Encourage students to meet deadlines for teacher feedback;
• Check that your child is skilled at saving their work in multiple places, so that there is always a back-up version should something go wrong with technology. Teahers can support with this.
• Ensure that your child has balance - that there are eating, sleeping, exercising, socialising and completing school work. Too much of any one thing isn't healthy.
• WIN [What I Need] time is available in the Learning Hub before school from 8.00-8.30am and again after school, from 3-4pm. Staff are available to support students with their school work at this time.
• Please stay connnected with your child's teachers. We want to work, in partnership, with you to support your child to excel at Foxwell.

We have been advertising to students over the last two weeks, the opportunity to apply for leadership positions. At Foxwell we offer leadership opportunities to all year levels. Student leaders will form part of our Student Council and will be provided with opportunities to develop their leadership skills during the year. Students in Yr 7 are eligible to apply for six different positions.

1. Sustainability Ambassador                    
2. STEM Ambassador
3. Arts Ambassador                              
4. Citizenship Ambassador
5. Sports Ambassador                         
6. SPIRIT Ambassador
7. Indigenous Champion.

If your child would like to apply, applications are due on Monday, the 27th of February. Once applications are received, students will be short-listed by our Executive Team and then student videos [part of the application process], will be played to our cohort and voting will occur. 

At Foxwell,we pride ourselves on setting high expectations for our community and responding with re-education and consequences when expectations are not met.

At Foxwell we treasure our SPIRIT values and actively teach our children what they look like at school.

As always, if there is anything you would like to discuss, please contact us .

I am including a few documents for your convenience here:

• Term 1 Assessment calendars
• Year 7 Leadership Application Forms

Until next time,

Deputy Principal - Zana Schroeder - zschr2@eq.edu.au and Head of Year - Bryce Berrell - bdber0@eq.edu.au

IMG_9342.JPG

IMG_9342 _JPG 522.91 KB

We are excited to announce that our Japanese team has grown in 2023!

As a growing faculty, we are pleased to welcome Mr Darcy Davies to the Languages team at Foxwell. Our team now has 5 teachers who provide a range of experiences to our students and have varied backgrounds in their language acquisition and skills.

Throughout 2023, we look forward to providing students with a range of language and cultural experiences, including competitions, Japanese Dance Club, Anime Club and starting the early planning phases for a proposed Japan Trip in 2025.

Home Support 

Keen to know how you can help support your child in Japanese?

The Japanese team often have EP tasks assigned to students to help them learn key vocabulary for each unit. This is a quick and easy way for students to practise their class learning.

Please see below for some other prompts to help check in with your child about what they are learning in Japanese.

Students have had a fantastic start to Maths in 2023 with the introduction of a 2-3 week numeracy program for our Year 7-9 students.  As we know, Maths is a skills-based subject and one that needs to be practised to be able to retain information for the next level of learning.  As such and to give our students the best support heading into their year of Maths, numeracy based activities were developed as a fun and engaging way to remember and practise some of the key aspects needed for Maths at high school.  This term and into early next term, all students will be focusing on the Number and Algebra unit of the curriculum and how it is linked to the United Nations Sustainable Development Goal of “Life on Land”

Year 7 Maths

At the end of their numeracy program we had an incursion with a company called World of Maths. All Year 7 students spent one lesson solving hands-on practical Maths based challenges in the Hall and enjoyed working collaboratively to solve as many challenges as they could, in one hour.

From this, they have started the Year 7 Maths work on index notation, prime and square numbers and integers.  Students have applied their knowledge of positive and negative numbers in many hands-on activities in class and how these are used in our life on land, such as temperature, below and above land and sea levels.

Assessment will be a small exam in Week 7, either on Thursday or Friday depending on your child’s Maths class. 

Year 8 and 9 Maths

After the numeracy program, students have extended their knowledge of integers and index notation into index laws and have been learning how to combine these laws to solve and simplify various numerical and algebraic expressions.  The Year 9s have also been learning about scientific notation and learning how to write very large numbers in simple and smaller form.  Classes did an investigation of distance and time that different planets have to earth, growth of cells and representing these numbers using their knowledge of positive and negative indices.

Assessment - will be a small exam in Week 6 either on Thursday or Friday for Year 8 depending on your child’sMaths class and on the Friday for all Year 9s. 

Below are some pictures of Year 8 students investigating the real life aspects of integers and a Year 9 student's revision notes of index laws, combining her love of art into a visual representational summary of maths concepts. 

Year 10 Maths

Students, and parents may be noticing the significant jump in mathematical concepts for Year 10.  This is the last year in the Prep-Year 10 curriculum before students move into their chosen Maths pathway for Year 11 and 12.  As such, it is very important that students are revising key concepts at home, even if homework is not set and attending WIN time or speaking with their teacher, if they have questions. So far, students have been simplifying basic algebraic fractions, which they had a small test on last week.  From here, students will be studying more complex linear equations. 

Assessment will be another mini test in Week 8 either on Thursday or Friday depending on your child’s Maths class.

Equipment

Teachers are reporting that a significant number of students still do not have all the necessary equipment for their Maths class; Some students attend class with no book, iPad or pen.  Many teachers are having to supply students with writing equipment from supplies of their own.

Students are required to bring the following to Mathematics each lesson, to enable them to participate fully and actively in class. 

• Writing Equipment
• Mathematics exercise book
• iPad (with keyboard, mouse and pencil)
• Calculator - Scientific

Without this equipment for work, students have difficulty completing the required class work or assessment to the best of their ability.  Can I ask that you check in with your child if they are missing any of the above items and have them ready for their next lesson? If there are any reasons as to why these items can’t be supplied please let me know.

Thank you to all families for assisting in delivering the best possible outcomes for their child’s learning by ensuring they are prepared each day for Mathematics class. Please contact me on txrus5@eq.edu.au if you have any questions.

With warm regards

Tania Russell - Head of Department Mathematics

Year 7 Physical World: Investigating Ancient Egyptian Pyramids

The Year 7 students have been introduced to the fascinating world of science laboratories and have undergone testing for their Bunsen Burner Licenses, as well as learned about the different science equipment they will be using in their future experimental investigations. Currently, the Year 7s are combining their knowledge of Ancient Egypt with their scientific skills by planning an investigation into the building of the ancient Egyptian pyramids.

Their investigation aims to explore how the Egyptians may have utilized their knowledge and understanding of forces to reduce the workload in constructing these massive structures. This inquiry will continue throughout Term 1, and students will be given the opportunity to showcase their scientific and historical knowledge by presenting their findings.

Furthermore, Year 7s will also be preparing for their first History Exams, which will assess their skills in sequencing Ancient Egyptian events on a timeline and analysing sources from that time period. Parents and caregivers are encouraged to support their child's learning by checking their class OneNote and helping them catch up on any missed work, attending WIN time, or contacting their teacher for support.

Year 8 Physical World: Pluck Dissection and Abbey Museum Incursion

Year 8 students have been busy consolidating their understanding of respiratory and circulatory systems through a hands-on experience (for some) of a pluck dissection, where they examined the lungs and heart. They also have an exciting excursion to look forward to at the Abbey Museum in Week 10 of Term 1, where they will be given the opportunity to explore and learn about the history of ancient civilizations. Permission forms have been sent home so please return them ASAP.

During Week 5, Year 8 students completed both their Science and History exams, and results will be distributed through SeeSaw in the coming weeks. Teachers commend those students who put in the effort and focus to prepare well for their exams. 

Year 9 Science: Good Health and Well-being

Year 9 students have been focusing on answering the inquiry question: "How does understanding my body's response to internal and external change contribute to good health and wellbeing for myself and the environment?" Lessons have included learning about multiple human body systems and how homeostasis contributes to maintaining optimal functioning.

During their studies, many students developed their dissection skills by examining the heart and the circulatory system. All students should have submitted their draft experimental investigation report via the SeeSaw platform, today, and parents are encouraged to view their work. Students will have additional class time to improve their drafts. Those who have missed multiple lessons are encouraged to attend WIN time or contact their teacher for additional support.

Year 10 Science: Genetics and Inheritance

In Year 10 Science, students are exploring the fascinating world of genetics and inheritance. They have been discussing genetic mutations, both beneficial and detrimental, and the probability of mutations and genetic conditions being inherited by future offspring.

This is the first time in their schooling that this topic has arisen, and students are developing a brand-new vocabulary that includes words like karyotypes, homozygous and heterozygous genotypes, Punnett squares, and pedigrees. It is important for students to regularly revise this new knowledge to ensure it is retained prior to their biology exam in Week 9.

Overall, students across all years are engaged in exciting and challenging learning experiences that are designed to develop their scientific and historical knowledge and skills. Teachers encourage parents and caregivers to support their children's learning by regularly checking in on their progress and engaging with their teachers for additional support when needed.

Gen STEM

Meet the Year 7 Gen STEM group!

See Professor Andrew Bulmer working with the Year 10 Gen STEM team on their hydrogen powered remote control cars in preparation for the Australian H2GP Racing Championships, to be held in Gladstone during Term 2!

Welcome back to another year of learning at Foxwell!

This term in Year 7 and 8 Enrich, we have been familiarising students with the school environment and completing a range of activities to support our them in their learning. 

One strategy students have been engaging with is the Mood Meter – a way to identify our emotions and then consider strategies to help us learn best, depending on our mood. Students will continue to engage in a range of activities to help them Unwind, Unstick or Undo – effective ways to self-regulate emotions in different situations.

Students have also received access to their Term 1 Assessment Calendars to assist them in planning their time. We have recently learned about how ‘chunking’ work helps us to improve our memory. Please see the video link below to learn more about ‘chunking’ and how it can be used as an effective learning/study tool:

Chunking: Learning Technique for Better Memory 

Healthy World and Health and Physical Education at Foxwell State Secondary College enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. Already in 2023, we are kicking goals to ensure our young people flourish as healthy, safe, active, and informed individuals:

7 Healthy World – Who Am I?

Puberty is a significant phase of development that brings about a multitude of changes in individuals' physical, social, emotional, and intellectual growth. As our young people begin to mature, these changes can have a profound impact on adolescents' sense of self and their identity formation. It is a time of exploration and self-discovery as they navigate the challenges and opportunities of adolescence.

During Term 1 of Year 7 Healthy World, students have begun understanding these changes by exploring their character strengths and identity, strategies to navigate and overcome challenges with change and value these specific differences in others. To demonstrate their understanding, students are working with their teachers to complete a digital portfolio during class time and for homework.

Draft due: Week 7 theory class.
Final due: Week 9 theory class.

8 Healthy World – What impact does my digital footprint have?

The internet and social media have transformed the way teenagers communicate, access information, and engage with the world. On the positive side, being online and using social media allows teenagers to connect with others from all over the world, making it easier to share common interests and learn about their hobbies and passions. Online platforms also allow teens to express themselves creatively, showcase their talents, and connect with others.

However, being online and using social media can also have negative effects on teenagers such as the impact on mental health, online bullying, and sedentary lifestyles. This term in Healthy World, Year 8 students are navigating the digital world and understanding the potential risks and benefits of being online. Through an investigative report, students have also begun to develop strategies to strike a balance between digital and real-world experiences, and to use the internet and social media responsibly and in moderation.

Draft due: Week 7 theory class.
Final due: Week 9 theory class.

9 HPE – How has sport helped shaped Australian culture?

From the early days of colonial settlement, sport has been a unifying force, bringing people together from all walks of life. Sport has also contributed to Australia's identity as an outdoor-loving, active nation, with a passion for physical pursuits and helped to break down social and cultural barriers, with various sports being accessible to people from all backgrounds.

This term in Year 9 HPE, students have begun investigating how sport has shaped the way Australians interact with each other, and how it has become an essential part of the our national identity. In practical settings, classes are developing the principles of fair play, teamwork, and good sportsmanship, which are essential Australian traits and characteristics promoted by sport.

Draft due: Week 7 theory class.
Final due: Week 9 theory class.

10 HPE – How can my actions enhance the health and safety of myself and my peers?

Alcohol misuse amongst young people is a significant public health concern and the consequences of excessive drinking can be severe, ranging from, the increased risk of accidents, acute alcohol poisoning to the long-term, health effects.

This term in Year 10 HPE, students have begun investigating the potential risk factors and harm associated with alcohol consumption, including the accidents, injuries, and risky behaviours common with alcohol use. In practical settings, students have begun identifying the signs of alcohol poisoning and how to respond appropriately in an emergency. This includes knowing when to seek medical assistance and how to provide basic first aid.

Through their assessment task this term, students will investigate responsible drinking practices and evaluate recommendations to make informed decisions about their alcohol consumption and stay safe in emergency situations.

Draft due: Week 7 theory class.
Final due: Week 9 theory class.

Supporting your child be their best learner in HWO/HPE

Hello Foxwell families!  This update is just a reminder that our Year 9 and 10 English students are all in the depths of writing narratives at the moment and should be working hard, both in class and at home, to ensure they achieve success.

Year 9 English students should have submitted their draft to Seesaw today.  They have been writing a humorous narrative that demonstrates their understanding of the wedge structure of a short story and their ability to maintain point of view and tense, as well as use and manipulate language features to engage their readers.  We are looking forward to reading what our students have written and helping them improve and recraft their work to the best of their ability.  Students have had 3 lessons to work on these drafts in class, as well as homework, and we would appreciate you checking your student's Seesaw account to ensure that they have uploaded their draft so that their teacher is able to provide them with feedback.  Teachers will contact parents via email early next week, if students have not successfully completed their draft and uploaded them. 

Year 10 English students are also working on a narrative.  Students should have finished reading the novel, 'Once' by Morris Gleitzmann or 'Night' by Elie Wiezel as well as their chapter summaries and other work on the social, moral and/or ethical messages of the novel and the values, attitudes and beliefs that underpin these.  Please check your student's One Note to ensure that they have been keeping up with class work and homework.  Students are writing a narrative intervention into the novel they have read.  This week, students should have uploaded their brainstorming and Narrative Intervention Planner to Seesaw.  We would appreciate you checking your student's Seesaw account to ensure that they have uploaded this so that their teacher is able to discuss their ideas and provide feedback before they begin writing their narrative intervention next week.  Students will have 3 lessons next week to work on their draft, which is due in their final lesson next week.  Teachers will contact parents via email early next week, if students have not successfully completed their brainstorm and planner and uploaded these, as well as if students have not successfully completed their draft after next week. 

We appreciate you working in partnership with us so that students are able to use class time effectively and achieve success in English.  Our students should be ensuring that they are completing class work as well as working on drafts for homework.  All work is provided in One Note for students to access, at any time.

Please contact your student's class teacher if you have any further questions.

Danielle Goddaer

HOD Year 9 and 10 English and Humanities

We hope this newsletter finds you well.  Our Humanities students are all well into their units at the moment.

In Year 9, half of our students are studying History this semester and are working on their research into the Trans-Atlantic Slave Trade.  The other half of our students are studying a Humanities elective - either Geography, Civics & Citizenship, Economics & Business or Ancient History & Philosophy.  Students in these classes are preparing for their first exam task in the next few weeks.  We would encourage you to check your student's One Note to see what they are doing in class and to ensure that they are completing the required work in class and for homework in order to best set themselves up for success.  In Semester 2, students will swap, and those doing History will move to their Humanities elective, while the rest of the students will study History.

In Year 10, all of our students are currently studying History.  This term our focus is WWII and the Holocaust.  Students have been engaged in learning about what happened in Germany and the world after WWI to lead to WWII just 21 years later and the impact of the Holocaust.  Our skills focus this term is on analysing historical sources and writing historical analysis paragraphs.  This is a challenging skill that is vital for students and assists them not only in History, but in many other subjects.  Students are developing these skills and their historical knowledge in preparation for their source analysis exam later this term.  Due to the focus of this unit, students are required to view and analyse various sources that may contain violence, war footage and mature themes.  These sources are closely selected by the teacher and Head of Department and reflect key information. Please take the time to check your student's One Note to see what they are studying in class and ensure that they are effectively completing class work, homework and using this to study for their exam.  Students have a wide variety of resources to assist them in their studies, and as Year 10 students, our aim is to develop increasing independence in their learning.

As always, please contact your student's History or Humanities teacher if you have any questions or concerns.  All lessons are available on One Note for students to work through and use to revise key information and skills and for you to see what they are learning.

Danielle Goddaer

HOD Years 9 and 10 English and Humanities

We hope this newsletter finds you well.  Our Humanities students are all well into their units at the moment.

In Year 9, half of our students are studying History this semester and are working on their research into the Trans-Atlantic Slave Trade.  The other half of our students are studying a Humanities elective - either Geography, Civics & Citizenship, Economics & Business or Ancient History & Philosophy.  Students in these classes are preparing for their first exam task in the next few weeks.  We would encourage you to check your student's One Note to see what they are doing in class and to ensure that they are completing the required work in class and for homework in order to best set themselves up for success.  In Semester 2, students will swap, and those doing History will move to their Humanities elective, while the rest of the students will study History.

In Year 10, all of our students are currently studying History.  This term our focus is WWII and the holocaust.  Students have been engaged in learning about what happened in Germany and the world after WWI to lead to WWII just 21 years later and the impact of the holocaust.  Our skills focus this term is on analysing historical sources and writing historical analysis paragraphs.  This is a challenging skill that is vital for students and assists them not only in History, but in many other subjects.  Students are developing these skills and their historical knowledge in preparation for their source analysis exam later this term.  Due to the focus of this unit, students are required to view and analyse various sources that may contain violence, war footage and mature themes.  These sources are closely selected by the teacher and Head of Department and reflect key information. Please take the time to check your student's One Note to see what they are studying in class and ensure that they are effectively completing class work, homework and using this to study for their exam.  Students have a wide variety of resources to assist them in their studies, and as Year 10 students, our aim is to develop increasing independence in their learning.

As always, please contact your student's History or Humanities teacher if you have any questions or concerns.  All lessons are available on One Note for students to work through and use to revise key information and skills and for you to see what they are learning.

Danielle Goddaer

HOD English and Humanities

Our Advanced Learning Program (ALP) students have embarked on their first major project this year, a film that they will enter into various competitions and showcase at our Film event towards the end of Semester 1.  It is so exciting to listen to the passion and excitement that students have for their film ideas and we can't wait to see what they come up with.

We would also like to remind our ALP families and students that students in ALP must maintain at least a B in English, Maths and Science and Very Good or Excellent behaviour and effort in all of their subjects, as well as maintain the SPIRIT values in all aspects of their school life at Foxwell to remain in the program.  We know that this is a high expectation of our students, but our students have consistently demonstrated that they are amazing role models and highly motivated students who live our SPIRIT values, every day.  We are so proud of them and their achievements. Students who are not consistently demonstrating these requirements will be assisted, through our At Risk process, to understand what is required and we will discuss strategies that might assist them.  We want all of our students to succeed and achieve the academic success we know they are capable of through engaging in our Advanced Learning Program and the myriad of opportunities that Foxwell offers our students.

Please contact your student's ALP teacher - Mrs Neville (Year 7), Mr Emerson (Year 8) and Mr Power (Year 9) if you have any questions or concerns and we will endeavour to assist you as best we can.

Danielle Goddaer

HOD Years 9 and 10 English and Humanities

Our Year 9 Activate students received their first task, a portfolio of evidence and tasks, this week.  Students will upload evidence of their work in Activate to achieve success.  Currently, students are completing their resume and cover letter, which is one of the tasks that they will upload as evidence.  We encourage our students to use these resumes and cover letters in their pursuit of casual or part time work this year or in the future.  Many of our Year 9 students last year successfully used their resumes and cover letters to gain casual work in a wide variety of jobs in our local area.

Please keep track of what students are learning in Activate via One Note and contact your student's teacher if you have any questions.

Thank you to the parents who have contacted me to offer their time and expertise in the future.  We are working through these and will get back to you in the next couple of weeks to discuss your generous offer of assistance.  If there are other people who would like to assist by being mentors, talking to students, judging our Future Anything proposals next term or anything else, we would love to hear from you.  Please let me know via email at dgodd2@eq.edu.au if you are able to assist or want to find out anything else.

Danielle Goddaer

HOD Years 9 and 10 English and Humanities

The Annual General Meeting (AGM) for the Parents and Citizens Association (P&C) is to be held on school grounds at 6pm on Tuesday the 14th of March.

At the AGM the current Executive Team end their one year position and a new Executive are voted in by the committee. These may be returning executive or new persons. Each role is voluntary and important in keeping the P&C active. No experience is necessary as hand over from the previous executive will be provided. The following is a brief description. Additional expectations include but are not limited to event planning, working at events and working alongside the committee.

President – Acts as the representative of the Association and works with the committee and school for positive outcomes. President chairs committee meetings and needs to be familiar with rules, constitution and workings of the Association.

Treasurer – Has overall responsibility for financial management of the Association. The Treasurer keeps records of receipts and expenditure and ensures all transactions are for the benefit of students at our school.  

Secretary – Collates agendas and minutes, works alongside the President to prepare for meetings. The Secretary keeps records of all correspondence and presents these to the committee at each General meeting (GM) held on the 3rd and 8th Tuesday of each term.  

Vice President – Assists the team and will chair meetings when the President is unable to.  

Brochures explaining each role in detail and a nomination form is available for anyone interested in becoming an Executive for the 2023 year.

We also have a non-executive role of Grants Officer who researches and applies for grant funding for equipment and the likes for the benefit of the students.

Everyone is welcome to attend the AGM. All current memberships have now ceased and new membership forms will be available on the night to join up to our dynamic committee.  

The P&C has been operating now since the school opened in 2020 and the committee have been amazing. Thank you to every member who has contributed to date, you are very much appreciated.

Please email pandc@foxwellssc.eq.edu.au for details.

Warm wishes

Roz Rowe

P&C President