2024 Term 1 Week 11

FROM OUR PRINCIPAL

IMPLEMENTING THE BERRY STREET EDUCATION MODEL - TRAUMA AWARE PRACTICES THAT SUPPORT ALL STUDENTS AT OUR SCHOOL

During 2022, our staff undertook two days of professional learning that supported us to understand the impact of trauma on child development and the ability to learn.  This involved learning about strategies that support self-regulation and de-escalation and improved relationships.

We know that all students benefit from consistent, predictable routines but especially those who have experienced trauma and as such, we changed our school timetable to ensure that every day commences with a morning ‘check in’ with their mentor. 

To support this further, most classes in the middle school have clear routines [such as seating plans and lesson structures] that support students as they enter a classroom. Routines support students to feel a sense of belonging and to feel safe.

Within classes, we now routinely use brain breaks to ‘re-fresh’ so that students can re-set and be ready to learn for the final part of the lesson.

This year we have worked with our Year 7 students to develop ‘ready to learn plans’ so that they have a raft of strategies that they [and their teachers] can dip into when they are not in a place to be able to immediately continue with their learning.

At our next student free day on Friday, June 7, we will be doing the third day of the Berry Street training which focuses on:

• STAMINA – how to create a culture of academic persistence by nurturing resilience, emotional intelligence and a growth mindset and
• ENGAGEMENT - how to motivate students with strategies that increase their willingness to learn.

HOW MUCH LEARNING IS YOUR CHILD MISSING OUT ON?

Being away from school has an impact.  Consider this:

• If a student has 5 days away from school each term, they will have missed a year’s schooling by the time they get to the end of Year 10.
• If a student averages a day’s absence each week, they will have missed over two years of schooling over the same period.

What are the consequences?

Students who are regularly xxxx from school miss out xxxx valuable learning.  While there xxxx sometimes the opportunity to xxxx up on work missed, xxxx is much more difficult xxxx the student has missed xxxx introduction of a new xxxx or skill.  Students who xxxx regularly away must sometimes xxxx like they are sitting xxxx to watch a movie xxxx way through.  To make xxxx of what is happening xxxx need to concentrate very xxxx.  For some this is xxxx too hard and they xxxx up.  Additionally, students who are xxxx away can sometimes have xxxx sustaining relationships with their xxxx.

(If you had difficulty following this paragraph where every fifth word is missing, spare a thought for students who regularly miss one day per weekl.  How many of you simply gave up?)

What can you do?

• Provide a written (send to the Daymap inbox) or phone explanation the day after the absence.
• Contact the school if your child is going to be away for more than 2 days – we are legally required to contact you on the third consecutive day away from school.
• Limit time away for medical appointments to the actual time.
• Minimise shopping ventures or recreational activities to after school, weekends and holidays.
• Avoid ‘soft’ excuses for not attending school. If we are serious about preparing students for the world of work then we need to have high expectations about attendance and punctuality.
• Respond to requests from the school to provide explanations for absences.
• Contact a member of our Well-Being team (Leaders: Amelia Molnar (Middle School) and Sarah Afshin Pour (Senior School) Youth Workers:  Kieran McGarrigan (Year 7/8); Luke Will (Year 9/10) and Kara Walters (Year 11/12) if you require support in ‘getting’ your child to school.

UNIFORM REMINDERS

As we move into cooler weather, it is important that students have the necessary items for school – most particularly:

• a school jumper or jacket

These are available from our uniform supplier, LOWES at the Ingle Farm Shopping Centre

Salisbury East High School - Schools Online - Lowes Menswear

Please note the following items are never acceptable for school:

• non uniform jumpers
• leggings – unless worn under another item – eg dress or skirt
• denim

Short-term exemptions can be obtained while you are sourcing appropriate items.  See the link below or get a hard copy from Student Services or the Front Office.

We also have a small number of uniform items that we can make available to families doing it ‘tough’.  Please contact Amelia Molnar (Middle School) or Sarah Afshin-Pour (Senior School) if you require support with this.

HOLIDAYS AND TERM 2 ARRANGEMENTS

Term 2 comments on Monday, April 29.

We wish all students and their families a safge holiday period.

Bus arrangements for Friday, March 12 are below.

Kristen Masters, Principal

YEAR 9 SCIENCE

We are delighted to share the wonderful experiences and enriching activities that have unfolded in Year 9 Science this term at SEHS.

With a focus on Biology, our students have delved into the fascinating world of the Nervous, Reproductive, Endocrine, Immunity systems, igniting curiosity and passion for the natural world. Throughout the term, our students have been actively engaged in hands-on activities such as creating brain structures using playdough and done dissections of heart and brain.

These dissections not only enhanced their understanding of anatomy but also instilled a sense appreciation for the remarkable design of our bodies. We also engaged in the virtual world of human body systems using VR headsets.

The highlight of the term was the Animal Anonymous Incursion, where students had the privilege of interacting with a diverse array of Australian native animals. From cuddly gliders to slithering snakes, students were enthralled by the beauty and diversity of our native wildlife. This hands-on experience fostered a deeper connection to nature, helped us understand more about adaptive features, behaviour traits, anatomy, and reproductive system of the animal world. Moreover, it also instilled a sense of responsibility towards conservation.

We extend our heartfelt gratitude to the dedicated educators who have made these enriching experiences possible for our students. Special thanks to Beth Schlein (Science Coordinator), Kay Chand (Year 9 Science teacher), Jamie Broadhurst (STEM Coordinator) and Megan Rowe (Lab Technician) for their unwavering commitment to providing engaging learning opportunities. Their passion for science and dedication to student learning have truly made a difference in the classroom.

We look forward to continuing our scientific journey in the upcoming term 2, with a focus on Chemical Science. At SEHS Together, we are fostering a love for learning and nurturing the scientists of tomorrow!.

The following photos from our recent activities, showcase the enthusiasm and curiosity of our Year 9 students.

Kay Chand, Science Teacher

ALLOCATION OF HOUSE POINTS

The Salisbury East High School House Competition is underway for 2024. To keep our school community informed, we have assembled a table to indicate the allocation of points.

House Points are allocated to the houses of Fenden, Harvey, Laurence, and Moss for a range of school initiatives. Students will gain points progressively throughout the year, with the competition concluding at the end of Term 3, where the leading house will be presented with the SEHS House Shield. Points that are allocated during Term 4 will carry over to the following year.

Corey Ottey, HPE/ Sports Coordinator

VET NEWS

At the end of 2023 a number of SEHS students were nominated for Northern Adelaide State Secondary Schools Alliance VET awards.

Congratulations to:

Laura Bereziuk – Hair and Beauty Industry Award Nominee and Winner

Marcos Tonkin – Automotive Industry Award Nomination

Jacob Chadwick – Cookery Industry Award Nomination

Anthony Galea – Electrotechnology Industry Award Nomination

Dwayn Lacatango – Business Industry Award Nomination

Michele Malonagos, Senior Leader Timetabling and Pathways

SCHOOL-BASED APPRENTICESHIPS

Already this year we have had several of our senior school students secure school-based apprenticeships. These are a great way for our students to gain their SACE while also getting a headstart on their future career.

Congratulations to:

Bradley Wilkins – Rural Operations

Andrew Bartolo - Automotive

Lincoln Mychajliw - Carpentry

Jacob Chadwick – Commercial Cookery

Nick Sawley – Heavy Diesel Mechanics

Cody Bell – Landscape Construction

Michele Malonagos, Senior Leader Timetabling and Pathways

UNIVERSITY NEWS

UniSA Accerlaerate - Class of 2023 Completion Celebration

UniSA was thrilled to have Chloe Wescombe from Salisbury East High School participate in the UniSA Accelerate program for 2023. To celebrate the 2023 cohort’s success and congratulate them on their outstanding achievement, UniSA hosted the Accelerate Completion Event on the 3^rd of October, 2023 at the City West Campus. Students were congratulated and awarded their Completion Certificate by Professor Lin Crase, Acting Executive Dean: UniSA Business and Associate Professor John Medlin, Academic Director: UniSA Online. Chloe worked extremely hard throughout the year to complete her university subjects alongside her year 12 subjects and having successfully completed her subjects through UniSA Online, and achieving her ATAR, Chloe was offered a place in a Flinders University Medical Science degree.

In Year 11 and looking to apply? Applications are open for 2025 Accelerate courses – unisa.edu.au/accelerate

University of South Australia Accelerate Program

Also, well done to Aaliyah Kelly, for being accepted into the UniSA Accelerate Program, which gives students the chance to start studying university courses in their final year of school and guaranteeing them an early place into business degree at UniSA. Students get study credit towards UniSA business degrees for successfully completed courses.

Michele Malonagos, Senior Leader Timetabling and Pathways

FINANCE NEWS

Have you paid your M&S Charges” “Do you need a Payment Plan”, “Have you applied for School card?” if you need any assistance please come and see us in the front office or call Mandy in Finance on 8258 2070 ext 2. 

TIPS ON HOW TO BUILD BONDS WITH BOYS

Steve Biddulph, author of Raising Boys, talks about the importance of giving boys different bonding experiences as they grow. He says that boys experience 3 main developmental stages as they go through life:

0-6 years old: bonding with mum and learning to love
A study published in the journal Child Development found that boys who have a close and loving relationship with their mothers during these years are less likely to have disciplinary issues as teenagers.

Building bonds:*
1. Make sure he knows he is loved, with cuddles, hugs, eye contact and setting firm limits.  This will give him inner security and confidence for the rest of his life.

1. Talk to him and show him new things, this helps develop the brain and encourages socialisation which is important when he starts preschool or school.
2. Build in him a love of life, play games, share sports like swimming, kicking a ball around, explore nature and enjoy the world around him. This will build resilience skills that he will need as he begins to go into the world.

6 – 13 years old: bonding with dad through play and sharing experiences
The study also observed that ‘At the other end of the scale children tended to have greater behavioural problems when their fathers were more remote and lost in their own thoughts, or when their fathers interacted less with them’, said lead author Christopher Trentacosta, an assistant professor of psychology at Wayne State University in Detroit.

Building bonds:*
1. Dads and sons can enjoy playing sports together or take up a shared hobby. During these times talk to your son about your own childhood experiences, the difficulties and successes. At this age they are eager to listen to what their fathers have to say and learn from them.

1. If work permits, it is best for dads to try not to spend extended periods of time away on business trips. Be at home and be available.
2. Single parents – try to include an uncle, best friend or coach into your son’s life. If they have an example of a ‘good man’ then they will learn the skills they need from them.

13 – 21 years old: bonding with a mentor helps him become part of the community
Steve Biddulph explains that parents need to:

“organise some good mentors in their son’s life or he will have to rely on an ill-equipped peer groups for his sense of self. The aim is for your son to learn skills, responsibility, and self-respect by joining more and more with the adult community”.

Building bonds:*
1. As boys become more independent they are less inclined to listen to their parents. However they are usually willing to take note of a trusted mentor, this could be an uncle, someone who teaches them a hobby or the boss at their weekend job. Put them in contact with mentors who are good role models, allow them to experience their freedom and have more contact with other men in their lives.

1. In traditional societies this is the time when young men would pass through initiation ceremonies conducted by the elders of the community.  Young boys would become young men and learn essential lessons about life during these ceremonies. For our young men today we need to re-create this ‘rites of passage’ using the community and network we have around us.

*Raising Boys (author Steve Biddulph)

Writer Helen Splarn. Editor Dr Ramesh Manocha.
Source: Child Development (Journal, USA). Raising Boys (Steve Biddulph).

SCHOOL NEWS